Ṉ YEW̱ ȻNEs I, TW̱E SENĆOŦEN?— How is it that I have come ... · auto-ethnographic...
Transcript of Ṉ YEW̱ ȻNEs I, TW̱E SENĆOŦEN?— How is it that I have come ... · auto-ethnographic...
SX̱ENIEṈYEW̱ȻNEsI,TW̱ESENĆOŦEN?—HowisitthatIhavecometospeakSENĆOŦEN?:MyReflectionsonLearningandSpeakingSENĆOŦEN
by
PENÁĆ–G.DavidUnderwoodBachelorofFineArtsinVisualArts,UniversityofVictoria,2011
AProjectSubmittedinPartialFulfillmentoftheRequirementsfortheDegreeof
MASTEROFEDUCATION
IntheprogramofIndigenousLanguageRevitalization
InthedepartmentofCurriculum&InstructionUniversityofVictoria
©PENÁĆ-G.DavidUnderwood,2017UniversityofVictoria
Allrightsreserved.Thisthesismaynotbereproducedinwholeorinpart,byphotocopyorothermeans,withoutthepermissionoftheauthor
SupervisoryCommittee
Dr.EwaCzaykowska-Higgins,(DepartmentofLinguistics)Co-Supervisor
Dr.SonyaBird,(DepartmentofLinguistics)Co-Supervisor
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Abstract
ThisprojectexplorestheexperiencesofadultslearningtheIndigenouslanguageofSENĆOŦEN,
intheWSÁNEĆ(Saanich)languagegroup.Itlooksatadultlanguageacquisitionexperiences,
andexaminesthetheoryandpracticeofIndigenouslanguagerevitalization.TheMentor-
ApprenticeshipProgram(MAP)andtheSȾÁSENTŦESENĆOŦEN[SENĆOŦENspringboard]
LanguageApprenticeshipProgramareexaminedthroughanauto-ethnographiclensasawayof
documentingapersonallearningjourney—fromlanguage-learningapprenticetolanguage
speaker,andfinallytolanguageteacher.Themetaphoroftravellingbycanoeisusedasaway
ofreflectingontheSENĆOŦENlanguage-learningjourney,allowingaconsiderationofthe
optimalconditionsforlearningSENĆOŦEN,evenasoptimalconditionsarenecessarytotravel
bycanoeonthewater.Thequestionthatguidesthisproject—SX̱ENI,EṈYEW̱ȻNEsTW̱E
SENĆOŦEN?[HowisitthatthatIhavecometospeakSENĆOŦEN?]—isexploredthroughthe
auto-ethnographicreflectionprocessandtellsthestoryofhowSENĆOŦENwaslearnedand
howitiscurrentlybeingspoken.ThestoryrecountshowSENĆOŦENwaslearnedwiththehelp
oftheeldersoftheW̱SÁNEĆcommunity;itdescribestheguidingprinciplesandtraditional
teachingsoftheseelders,andrecountstheself-motivatingandexternalmotivationalfactors,
includingthepersonalbeliefsandpracticesthatenhancedthelearningandspeakingof
SENĆOŦEN.Variouslanguageacquisitionandlanguagerevitalizationtheoriesandpractices
havebeenexaminedinthecourseofthisreflection,includingsocioculturaltheory,monitor
theory,affectivefilterandaffectivelanguageintimacy.Indigenousresearchmethodologies
havealsobeenexaminedinordertoaligntheprojectwithcurrentIndigenousresearch
practicesthatfocusonrelationality,andthestorytellerasresearcher,andtakeintoaccount
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Indigenousepistemologiesandtraditionalworldviewsthatarefoundedonrespectanda
holisticsenseofinterconnectedness.
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TableofContentsAbstract .............................................................................................................................ii
TableofContents.................................................................................................................iv
Acknowledgements..............................................................................................................vi
Dedicationxi
TW̱E,NOW̱SENSENESX̱IÁM—IWillBeginMyStory:Introduction........................................1
Chapter1:QENÁNW̱ȽTE—Weareseeing/forecastingtheweather.......................................3ESE—Me:Locatingmyself..................................................................................................3
NEĆ,LÁ,EI,NEĆELÁṈEN—Myplace,placement,andancestry........................................6
SYESESȻSUNIȽW̱IYELḴEN,ISTESI,OX̱NESEṈTI,UḴÁYES—AbriefhistoryofSENĆOŦENreturninguntilourcontemporarystate...................................................................7
NELELÁ,NEṈTEN—Myaudience(mywitnesses,mylisteners)........................................15
NES,ḰÁLEḴEN—MyVoice...............................................................................................17TheoreticalFramework–PENÁĆTŦENESNÁ(MynameisPENÁĆ)................................17
TOW̱OLU,SṮO,ṮEMTŦESȻÁĆELȻsYÁ—Theweatherisgoodenough(justright)togo).ĆÁȽȻNEsTW̱ETELŦINEṮPENÁĆ—IjustcametounderstandthemeaningofPENÁĆ....................................................................................................................19
SHOIsNESX̱IÁMNESLÁ,LESETTIÁ—Themotifsofmystorythatinformthiswork........21ŚW̱,XEĆS,ILEṈ—Methodology..........................................................................................23
Chapter2:EȽTELIĆ,EṈȽTETŦESNEW̱EȽ—Weareloadingupthecanoe.............................29NESĆȺLEȻENTOLŦḴOȽEĆTENI,W̱IJELEḴI,ȻSESNEPENEḴs—WorkingwithŦḴOȽEĆTENandW̱IJELEḴ,andanoutlineofsomeoftheirprinciplesandpeachings...29
HÁ,EQȻSUNIȽELÁ,NEW̱sEȻSESELEL,W̱ÁN—RememberingthesoundofthelanguagewithŦḴOȽEĆTEN’selders.......................................................................................30
HÁ,EQȻSUNIȽÍYŚX̱ENÁṈs—Rememberingagoodway...............................................31
QEN,SOTSW̱ENŚW̱,EWESI,NEĆEṈ,TEṈTŦUNIȽI,TOTELNEW̱s—BecarefulnottolaughatotherswhentheyarelearningSENĆOŦEN:Theissueofmindingtheself-confidenceofournewlearners.............................................................................31
STÁṈYEW̱ȻE,ĆÁ,ŚW̱,ÍYsHOȻsEWESI,ḰÁL,TW̱ETŦESḰÁL?—Whatelseislanguagegoodforifnotspoken?..........................................................................................32
QOM,QOMȻSUNIȽMEQELLO—Strengthfromhumilityandpatience..........................33
ṮELEȻÁNEṈTW̱SW̱OL—Confidenceandthepowerofencouragement:Justletyourselfsearchyourmind...................................................................................................35
Chapter3:HI,ḴETȽTETŦESNEW̱EȽSUYÁ,DÁȻEL—Welaunchthecanoetogoacrosstotheotherside...........................................................................................................38
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ŚX̱ENÁṈsȻNEsI,TOTLENEW̱—ThewaysthatIhavelearnedSENĆOŦEN........................38
STOȽESSENȻETŦESȻÁ,ȽTESXÁLEȽ—Ireadwhatwehavewritten...........................38
SDIWIEȽ:NIȽNESȻÁ,NES,ḰEL,NEȻELEṮXÁLSI,ȻSEMEQSTÁṈ—Prayer:Thisismycommunionwiththesacredcreatorandallthings...............................................40
NESĆȺȻNEsÍY,SOTTW̱NES,TEL,ŦINI,W̱TÁLḴEN—Someexercisesthathavehelpedmedevelopcomprehensionandspeechresponsetime.......................................42
HE,HOISENOLȻNEsŚDEMȻES,OȽNESULELÁNEṈI,ḰÁL,ḰÁLSET—Iamdrivinginmycaralone,listeningandspeakingtomyself...........................................................45
ȻEMLEW̱sTŦESḰÁLI,U,ŚW̱,HÍsȻSUNIȽSȻÁsEṮSENĆOŦENNES,QEN,NEW̱—SENĆOŦENrootwordsandsuffixesthatIhavenoticed........................................47
ḰEL,NEȻELTW̱OL.KÁLTW̱OLTIÁSḰÁL—Justconverse,justspeakthislanguage........51
ȻȽ,ĆE,OUESSENȻENES,ŦE,IWENȻNEsI,ḰÁL,TELNEṈENE—IamusingmyauthenticfeelingswhenIspeakwithmydaughter................................................................53
Mytwominds:Learningoftheworldalloveragain........................................................57
Mymotivations:I,TW̱STI,TEMOLENŚW̱,ĆȺII,U,MELELḴ,EQȻȽI,YEYO,SEṈETŦESḰÁLȽTE—Workhardanddon’tforgettoplaywithourlanguage:WorkandleisurewithSENĆOŦEN..........................................................................................60
ĆȺII,ÍY,TESOLTŦUNIȽI,TOTELNEW̱I,ḰÁL—Workandleisureoflanguagelearningandspeaking.................................................................................................................60
Chapter4:JÁṈ,NOṈETȽTE—Wemanagedtoarrivehome.................................................63ESEB,TSENSE—Iwillbringittoanend:Conclusion........................................................63
References...........................................................................................................................67
ListofFigures
Figure1:MapshowingSaanichterritory,fromTheCare-Takers,PhilipK.Paul,1995,p.20.......................................................................................................................................5
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Acknowledgements
ENÁNSENU,JE,ÁȽȻSUNENIȽIYEĆȺIETŦESȻÁ,ȽTESḰÁLTIÁ,SENĆOŦEN.LO,EȻO,XÁLESET
SUTW̱EĆȺ,ĆIȻSUNIȽṮE,NOṈETsEȻSEW̱IYELḴEN,ISTTŦESENĆOŦEN.SĆȺsȻSESEL,ELW̱ÁN
TŦÁ,ENEṈI,ETIÁ,ÁNEȻȻSUMEQOLU,ĆȺIEṮSENĆOŦEN.NIȽNES,JIJEȽȻE,ĆÁ,TŦÁ,ENEṈ.
HÍSW̱ḴESIÁM.
IwouldliketothankallthosewhohaveworkedtokeepourSENĆOŦENlanguagealive.There
werescarcelyanyspeakersofSENĆOŦENleft,anditisalivetodaybecauseofthosewho
decidedthatSENĆOŦENlanguagerevitalizationisimportant,andwhoworkedsohardearlyon;
itisalivebecauseofourknowledgeableeldersandbecauseofthoseworkingonlanguage
revitalizationtoday.Iamgratefulforthat.Thankyoumyrespectedones.
ThereareNEṈS,JIJEȽȻNEsṮIȻȽOṈEST[manythanksthatIwouldliketogive].HÍU
JIJEȽSEN[Iamexceptionallygrateful]tomylateelderswhopavedtheway,andwhoworked
sotirelesslytoensurethatfuturegenerationswouldinheritanauthenticSENĆOŦENlanguage:
MygrandfatherDavidElliott(PENÁĆ),ErnieOlson,StellaWright,lateElsieClaxton,ViWilliams,
EarlClaxtonSr.,IvanMorrisSr.,RaySam,SammySam,MansonPelkey,GabePelkey,Grace
Horne,VictorJoseph,VictorUnderwoodSr.,GabeBartleman,Philip(PELEḴ)Pelkey,ChrisPaul
Sr.,RichardHarry,CeceliaJim,BaptisteJimmy,AnneJimmy,TheresaSmith,andIrvine
(Popeye)Jimmy.
ṮÁUȻNEsENÁNU,JIJEȽ[Ialsoreallygivethanks]tothosewhoareheretodayand
havestruggledforsomanyyearstomakeanimpactonSENĆOŦENlanguagerevitalizationin
W̱SÁNEĆ:NETÁN[mymother],ȻOSINIYE[LindaElliott],NESÁĆS[myuncle],STOLȻEȽ[John
Elliott],KÁNTENOT[HelenJack],LavinaCharles,BelindaClaxton,EstherHarry,MaryJack,Ivy
Morris,ThelmaUnderwood,LouClaxton,EdiePelkey,andSandraPelkey.
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ŦE,ITOLU,JIJEȽSENEṮ[Itrulygivethanksto]thoseindividualswhohaverecently
takentheinitiativeandhaveventuredintothemostchallengingofdomainstodate,the
SENĆOŦENimmersionenvironment:SX̱EDŦELISIYE[ReneeSampson],PENÁW̱EṈElliott,
MENEŦIYE[ElishaElliott],NENSIMU[RitaMorris],JacquelineJim,KÁNTENOT[HelenaNorris],
WIYAḴSEMKE[SandraHoward],ȻELIXELWET[BeaSam],ĆULÁȾE[RomaineUnderwood],
ŦELAXIYE[GailSam],SIOLTENOT[MadelineBartleman],STIWET[JimElliott],XEDXELMEȽOT
[JanElliott],andSDEMOXELTEN[IanSam].
U,ŚW̱ELO₭EȽTEI,U,NEȾ,OMETȽTEȻE,ĆÁ,TIÁ,SĆȺEȻsHELI,TI,IW̱sEṮSENĆOŦEN
[WearefamilyandofonemindandspiritintheworkwedoinrevivingSENĆOŦEN].
ṮÁ,ȻNEsENÁNU,JIJEȽSENEṮ[Ialsogivethanksto]TyeQELEQSEĆENSwallow,who
simply“getsit,”whounderstandslanguagerevitalizationandhadtheforesightandrelationality
toconnectonmultiplelevelswiththeneedsofourcollectiveSENĆOŦENrevitalizationefforts.
Yourguidance,leadership,andadministrationhavebeeninvaluabletothegrowthand
prosperityofSENĆOŦENinW̱SÁNEĆ.
ĆEḴNES,JIJEȽEṮ[Abigthanksto]TimothyMontlerforworkingwithoureldersand
preservingauthenticSENĆOŦENthatisawindowthatallowsustorefertothe“oldlanguage.”
And,especially,abigthankyouforyourtirelessworktodevelopaSENĆOŦENdictionary.You
haveprovidedameansforlanguagesecuritythatmighthaveotherwisebeenjustadream.
ṮÁ,ȻNEsJIJEȽEṮBISEJTENKenFoster.Youhavebeenagreathelptoourrevitalization
effortsandwereoneofthefirsttoopenthedoortothepotentialoftechnology,suchasbasic
computerprograms.Andyouwerethereduringoneofourearlyandmuch-needed
breakthroughsinSENĆOŦENlanguagerevitalization(longbeforemyinvolvement).
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ṮÁ,ȻNEsJIJEȽEṮXELTENPeterBrand.Youwerealsoabigpartoftheearlyand
much-neededbreakthrough.Yourvisionanddeterminationbroughtusintothecontemporary
eraofdigitalandsocialmedia,whichhaveprovidedthemostcurrentmeansofoutreach.
I,U,JIJEȽSENEṮ[AndIgivethanksto]theW̱SÁNEĆSchoolBoard,andthosewhohave
supportedSENĆOŦENlanguagerevitalizationinspiteoftheburdenthatsuchanundertaking
entails:TELX̱ILEMCurtisOlson,BeckyClifford,RachelleClifford,andMarianneGladstone.
I,ṮÁ,ȻNEsENÁNU,JIJEȽEṮ[Ialsoreallythankthe]LinguisticsandIndigenous
EducationdepartmentsfordevelopingsuchaninvaluablerelationshipwithourW̱SÁNEĆ
community.ENÁNSENU,JE,ÁȽEṮ:Dr.EwaCzaykowska-Higgins,Dr.SonyaBird,Dr.Peter
DENOX̱TENJacobs,Dr.LornaWilliams,JanetLeonard,Dr.ClaireTurner,Dr.SuzanneUrbanczyk,
Dr.OnowaMcIvor,AlikiMarinakis,Dr.NickXELŦOLTW̱Claxton,Dr.MarionCaldecott,Dr.Leslie
Saxon,Dr.CarmenRodriguezdeFrance,Dr.TrishRosborough,andCJBungay.Youhaveopened
thedoorforW̱SÁNEĆtojourneyintonewdomainsoflanguagerevitalization.
NES,JIJEȽȻSUNENIȽIYEĆȺIEȻSEW̱IYELḴEN,ISTESȻSESȻÁsSḰÁLsI,U,EȻOSTESEȻs
ÍYSX̱ENÁṈsTŦÁ,ENEṈ[Igivethankstothosewhoareworkingtorevitalizetheirlanguagesand
whoshowusotherwaysofgoingaboutthework].IraisemyhandstotheChiefAtahmSchool
(theAdamsLakelanguageimmersionschool),theHawaiianimmersionschools,andmore
recently,theIndigenousLanguageInstitute(SantaFe)andalloftheirlanguagerevivalists—for
showingourSENĆOŦENrevivalistswayswhichhavehelpedustoĆ,ȽEȻ,NOṈETTŦESENĆOŦEN
[havesuccessin]SENĆOŦEN.IalsoraisemyhandstoDr.StephenGreymorningforprovidingus
withhismethodology—anotherofthemanytoolsinourrevitalizationarsenal.
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ṮÁUȻNEsJIJEȽMEQȻSUNIȽ[Ialsogivethankstoallof]theFirstPeoples’Cultural
CouncilforopeningthedoorstotheMentorApprenticeshipMethodology(MAP),andenabling
ustoconnectwithoureldersinawaythatwouldnothavehappenedotherwise—namely
engaginginlanguageimmersionwithoureldersthroughtheMAPmethod(amongother
things).
ENÁNSENU,JIJEȽMEQȻSUNIȽSCUȻELTŦEW̱SENĆOŦEN,IST[Ialsothankeveryone
whoisenrolledintheW̱SENĆOŦEN,ISTProgram].U,ḴÁYESSW̱ȻE,ĆÁ,ȽÁȻ,ȽEȻ,ŚENsȻSE
I,ȽEȻ,SILEṈsEṮSENĆOŦEN[YouarethepresentfeetofSENĆOŦENlanguagetransmissionand
succession].
ṮÁ,SENU,ŦE,ÁSESEȻSESCUȻELsȻSESṮELITKEȽEṮLENOṈETSCUL,ÁUTW̱[Ialso
thankthechildrenwhoarelearningatLENOṈETSCUL,ÁUTW̱].YEḴSENENŚW̱,ȻILETHÁLEEȻs
ŚX̱ENÁṈsU,SQȺȽTEI,TW̱Ć,PIWETETIÁ,ÁNEȻENSUÍY,SOTȽTE[Ihopethatyouwillreveal
waysthatwedonotyetrecognize,sothatyoureffortswillmakeusevenbetter].
NES,JIJEȽSIÁMNEŚÍEȽ[Mythankstomyrespectedelderrelative],KevinPaul,for
sparkinginitialinterestinrevivingSENĆOŦEN,somanyyearsagonow.Youtaughtmeafew
phrasesthatwereoutsidethecommonlyknownwordsandphrases,whichtriggeredinmean
earlyseedofinterest.
ḴELÁTSENU,JIJEȽNETÁNȻOSINIYEI,NESÁĆSSTOLȻEȽ.HIŦȻENsĆȺITIÁ,SḰÁLI,U,
ĆSELÁ,EEṮNEȻILIYEȻNEsTW̱ETOLNEW̱ȻSUNIȽṮITIÁ,SḰÁL(Again,mythankstomy
motherandmyunclewhohavecarriedthislanguageforsolong;itisfromyouthatIhavecome
toknowthatourlanguageisimportant).
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I,HÍUȻNEsI,JIJEȽNESȻÁ,NEŚW̱ELO₭EEŦENESTOLESI,ŦENEṈENE.EUQNES,TÁ,
ȻNEsĆȺITŦUSTÁṈOLENŚW̱,EWESI,ȻENTOLESE[Ithankmyfamily,mywife,andmychild,
forIbelievethatIwouldnothaveaccomplishedanythingwereyounotwithme].
HÍSW̱ḴESIÁMNEȻILIYE.ENÁNU,ṮITŦENSĆȺHÁLE[Thankyouall.Yourworkisvery
valuable].
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Dedication
U,S,JIJEȽȻEEȽÁ,ENEṈNEĆELÁṈENI,NESELELW̱ÁNLEI,TW̱W̱UĆISTEṈSENȻO.I,ṮÁ,ȻȽ
ŚW̱,ĆȺ,ĆIsȻSESȻÁsSḰÁLs[Thisisdedicatedtomyancestorsandmylateelderswhotaught
me.Itisalsoforthosewhoareworkingontheirownlanguages].
NEŚW̱,ṮIsTŦESENĆOŦENI,NEŚW̱,ṮIsNEŚW̱ELO₭E.SIÁMNEṈENEI,SIÁMNESTOLES.
1
TW̱E,NOW̱SENSENESX̱IÁM—IWillBeginMyStory:Introduction
Mystorycontainsthenotionofajourney—whereIamgoingandtheeventsthathappenalong
theway.ForthisstoryweareI,DO,DEQ[goinghome].HomeisSENĆOŦENandIamreturning.I
amtravellingthroughthestagesofmySENĆOŦENjourney,SNEW̱EȽ,OȽȻNEsYÁ[Igoby
canoe].Today,IcanspeakSENĆOŦEN.Itisdifficulttopin-pointanexact,singlereasonwhyIdo
speakmylanguagebecausetherearenumerousreasons.Andso,theburningquestionthat
motivatedthispaperis“SX̱ENI,EṈYEW̱ȻNEsTW̱ESENĆOŦEN?”[WhyisitthatIhavecometo
speakSENĆOŦEN?].
StephenKrashen(1982)hypothesizedthatlearningandacquisitionaredistinctfrom
eachother(p.10).His“monitortheory”proposesthatacquisitionisasubconsciousprocess,
whilelearningisaconsciousprocess(Krashen,1981,p.1;1982,p.15).Thispaperisanauto-
ethnographicreflectionthatlooksatmyexperiencesofSENĆOŦENlearning,acquisition,and
speaking.Thisismystory,whichwillreflectwhyIspeakmylanguage,havingmadethejourney
fromapprenticetomentorviatheSȾÁSENTŦESENĆOŦENLanguageApprenticeandthe
Master-MentorApprenticeshipProgram(MAP)undertheauspicesoftheFirstPeoples’Cultural
Council1.IhavemadethejourneyfrombeinganovicelearnertoaspeakerofSENĆOŦENSḰÁL
(SENĆOŦENlanguage).
IwillalsoprovideabriefhistoryofSENĆOŦENSḰÁLrevitalizationinW̱SÁNEĆ—fromour
earlybeginningstotheemergenceoftheSȾÁSENTŦESENĆOŦEN[SENĆOŦENlanguage
apprenticeshipprogram],andtheLENOṈETSCUL,ÁUTW̱[SENĆOŦENImmersionProgram].This
historyhasalsobeenrecountedfromdifferentperspectivesbyJacquelineJim(2016),and
1TheprogramisdescribedintheFirstPeoples’CulturalCouncilHandbook(2012).
2
ReneeSampson(2014).AsIreviewthehistoryoftheSENĆOŦENlanguagerevitalizationin
W̱SÁNEĆIwillconsidermyownlearningandlanguageacquisitionexperiences,andkeepin
mindmygratitudeforthosewhohaveworkedtowardSENĆOŦENrevitalization—inthisway
honouringandthankingthosewhomadeimportantcontributionstothepreservationand
revivalofSENĆOŦEN.
Iwillspeaktothetopicsnotedaboveinthefollowingsequence:Chapter1,QENÁNW̱
ȽTE[Weareseeing/forecastingtheweather];Chapter2,EȽTELIĆ,EṈȽTETŦESNEW̱EȽ[Weare
loadingupthecanoe];Chapter3,HI,ḴETȽTETŦESNEW̱EȽSUYÁ,DÁȻEL[Wearelaunchingthe
canoetogoacrosstotheotherside];andChapter4,JÁṈ,NOṈETȽTE[Wehavemanagedto
arrivehome].
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Chapter1:QENÁNW̱ȽTE—Weareseeing/forecastingtheweather
ÍYSȻÁĆELO?ÍY,ILEṈȻE,ĆÁ,TŦESȻÁĆELNESULÁSETSENEŚW̱,YÁ[Isitagoodday?Thedayis
gettingbetter,clearingup,soIwillpreparemyselftotravel].
ESE—Me:Locatingmyself
ESEPENÁĆI,ĆSELÁ,ESENEṮW̱SÁNEĆEȻSEÁLELEṈȻsSNÁsEṮSȾAUTW̱.ȻOSINIYEŦENE
TÁNI,ȻESTENȺTŦENEMÁN.ĆSELÁ,ETŦENESILELETŦENESȻÁ,NESNÁ,ȻSUNIȽLEPENÁĆ
EȻSEMÁNsLEŦENETÁN.I,U,ȻELŦIMIYEȻŦENESILELEEȻŦETÁNsLEŦENETÁN.
ŦIWONEMOTŦENESILEEȻŦETÁNsTŦENEMÁN.I,U,SX̱IHOLEĆEPȻSENESILELEEȻSEMÁNs
LETŦENEMÁN.
PENÁĆismyancestralW̱SÁNEĆname,andGeorgeDavidUnderwoodismyWestern
givenname;IamfromW̱SÁNEĆ[Saanich]andamamemberoftheSȾÁUTW̱[Tsawout]reserve.
MymotherisȻOSINIYEandmyfatherisȻESTENȺ.MyW̱SÁNEĆnamecomesfrommylate
grandfather,PENÁĆ[DavidElliott],mymother’sfather.Mylategrandmotheronmymother’s
sidewasknownasȻELŦIMIYE.Mylategrandfatheronmyfather’ssidewasknownas
SX̱IHOLEĆEP,andmygrandmotheronmyfather’ssideisknownasŦIWONEMOT.
WhenIintroducemyself,itiscustomaryinW̱SÁNEĆtoidentifymyparentsand
grandparents,andtosaywhereIcomefrom.Accordingtoourtraditionitisimportanttolet
othersknowwhoI“belongto,”andwhereI“comefrom.”Thismeansidentifyingmyfamily,my
ancestors,ourculturalpractices,andtowhichspecificplacesIamlinked.Iholdtothistradition
heretohonourmyancestorsandmyfamilystillpresenttoday.Insodoing,Iamhonouredas
well.
TheterritoryofW̱SÁNEĆ[theSaanichpeople]islocatedonthesoutheastendof
VancouverIslandandontheSaanichPeninsulaofBritishColumbia(seeFigure1).However,our
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traditionalW̱SÁNEĆterritoryextendseastwardfromtheSaanichPeninsulaacrossthenearby
islandstothesoutheasternextentoftheLowerMainland,i.e.,fromsouthernSaltSpringIsland,
northeasttoMayneIsland,acrosstheSalishSeaintotheUnitedStatestoincludePointRoberts
andpartsoftheSanJuan,andsouthofthePeninsulatoincludePḴOLS(MountDouglas)(Elliott
&Poth,1990/1948,p.13;Jim,2016,p.10;Paul,1995).Itiswithintheseboundariesthatour
SENĆOŦENspeakingpeoplehavetraditionallyspokentooneanotherasfirstlanguage(L1)
SENĆOŦENspeakingW̱ŚANEĆpeople.MySILELE[lategrandfather]DavidElliottstatedthat
thehome,headquartersoftheSaanichpeople,istheSaanichPeninsula.WepopulatedtheSaanichPeninsulafromoneendtotheotherandrightaroundalltheshoresandallthebays.SaanichpeoplelivedonmanyofthegulfIslandsandmostoftheSanJuanIslands.(Elliot&Poth,1990/1948,p.13)
U,ĆȺISENOLTŦESENĆOŦENSḰÁLEȻsW̱I,YELḴEN,IST,EȽTŦEŚX̱ENÁṈs.I,ȻȽKÁLSEN
ȻEȻNEsENÁNU,ṮII,TW̱ḰÁL,NESUḰÁL.U,X̱ENÁṈȻE,ĆÁ,TŦU,NIȽ,Ć,ṮIsEṮMEQSÁN.
HELITȻSUNIȽETŦESȻÁ,ȽTESḰÁL[IworktorevitalizeSENĆOŦENandIbelieveittobevery
importantthatIspeak.Therefore,Ispeakasweallneedto,tosaveourlanguage].Iwork
alongsidemySENĆOŦENteacher,myresourceandcurriculumdevelopmentcolleagues,my
co-workersandmyfamilyatourȽÁU,WELṈEW̱TribalSchool,LENOṈETSCUL,ÁUTW̱,W̱SÁNEĆ
LeadershipSecondarySchool,SaanichAdultEducationCentre,theSȾÁSENTŦESENĆOŦEN
[SENĆOŦENSpringBoard/languageApprenticeshipProgram],theW̱,SENĆOŦEN,IST[Speaking
SENĆOŦENForward]Program,allofwhicharehousedonthegroundsoftheW̱SÁNEĆSchool
5
BoardinW̱JOȽEȽP(commonlyknownastheTsartlipreserveinWestSaanich,BrentwoodBay).
Figure1:MapshowingSaanichterritory,fromTheCare-Takers,PhilipK.Paul,1995,p.20.
6
Currently,Iteachandworkasaneducationassistant(E.A.)atLENOṈETSCUL,ÁUTW̱—or
asmySENĆOŦENcolleagues(andI)refertomyrole:Iprovidelanguagesupportforthe
maintenanceoftheimmersionenvironment,whichalsomeansthatIprovideanadditional
perspectiveandmodelanewanddiverselanguage.Ialsoco-teachintheW̱,SENĆOŦEN,IST
PrograminpartnershipwiththeUniversityofVictoria—withmyNESÁĆSSTOLȻEȽ[Uncle
STOLȻEȽ],andDr.MarionCaldecott(alinguistandinstructorattheUniversityofVictoriaand
SimonFraserUniversity).Additionally,Ihelptodeveloptheresourcesandcurriculumusedin
thisprogram.
NEĆ,LÁ,EI,NEĆELÁṈEN—Myplace,placement,andancestry
ThewordW̱SÁNEĆinformsmyidentity,myconnectiontoplace,aswellasourcollective
indigenousworldviewandepistemology.InSaltwaterPeople,mySILELE[lategrandfather]
DavidElliotsays,“OurwordW̱SÁNEĆinSaanichmeans‘raisedup’(Elliot&Poth,1990/1948,
p.14).Paul(1995)re-iteratesthisdefinitionandaddstoit,relatingthemeaningofthetermto
theW̱SÁNEĆworldviewandidentity:
ThewordWSÁNEĆcanbetranslatedas“raised”or“risingup”;whenusedtodescribetheSaanichpeople,itismoreaccuratelytranslatedas“rising”,thus,“Therisinguppeople.”(Paul,1995,p.3)
WhileW̱SÁNEĆrefersto“rising”(or“emerging”asIhavecometoknowandrefertoit)
people,italsoreferstotherisingland,remindingusofthetimeofthegreatflood—appearing
instoriestoldbyPaul(1995),Jim(2016),ClaxtonandElliott(1993),aswellasbymanyofour
languageteachers,communitymembers,andourlateW̱SÁNEĆelders;itwasalsorecordedby
theSaanichNativeHeritageSociety(2007).Thenameconnectsusdirectlytoourhomelandand
7
tothesacredflood-timewhenwewereatthemercyofnature;itconnectsustoprayer,andto
thenecessitiesthatweregatheredinaccordancetotheprophecythatforetoldoftheflood.
Attheheightoftheflood,ourpeopletiedthemselvesandtheircanoestoanArbutusTreewiththecedarwovenrope atthetopofȽÁU,WEL,ṈEW̱mountain,namedastheplaceofescape,healingandrefuge….Thepeoplesatandprayed….Theywereremindedofourteachingsandourbeliefs.TheyunderstoodthenhowtheymustcarrythemselvesasW̱SÁNEĆpeople(Jim,2016,p.50)
Whenthinkingofourname,W̱SÁNEĆ,wethinkofȽÁU,WELṈEW̱.Additionally,Paul
(1995)remindsusthat,“withthestory,survivesareminderofourrelationtotheanimals…the
plants…theEarth…andtheCreator(orGod)”(p.3).
W̱SÁNEĆisgroundedinourworldview—thatweareakintoallthings,notjusthuman
beings,butanimals,birds,fish,land,andeventheelements,theweather.Thewordremindsus
tocareforoneanother,tocarefortheland,thewaters,andallformsoflife.Iwastoldthat“it
remindsusofourkinshipbythewayitsayswhatitsays,whichisthatthelandisthebackofa
personrising(oremerging)fromthewater,asanewbornbabythatbunchesitselfwithitsback
outward”(STOLȻEȽ,personalconversation,2008).Whileweareremindedofthesethingsby
thenameofourpeople,W̱SÁNEĆ,SENĆOŦENistheW̱SÁNEĆlanguageofourpeople,therising
people.
SYESESȻSUNIȽW̱IYELḴEN,ISTESI,OX̱NESEṈTI,UḴÁYES—AbriefhistoryofSENĆOŦENreturninguntilourcontemporarystate
Inthewinterof1978,mySILELE[lategrandfather]DavidElliottcreatedthealphabetthatwe
usetoday.2TodaythisalphabetistaughttochildrenattheȽÁU,WELṈEW̱TribalSchool’s
2http://wsanecschoolboard.ca/history-of-the-sencoten-language
8
ElementaryandMiddleSchools,LENOṈETSCUL,ÁUTW̱(SENĆOŦENimmersionwingsat
ȽÁU,WELṈEW̱),BaysideMiddleSchoolinschooldistrict63,aswellastoadultlearnersatthe
SaanichAdultEducationCentre(SAEC)adulteducationprograms,andtheW̱SENĆOŦEN,IST
ProgramthroughtheUniversityofVictoria.
MySILELEdevelopedthealphabetbecausehedidnotfindtheavailablephonetic
alphabetstobeparticularlyuseful(TheNorthAmericanPhoneticAlphabet(NAPA),andthe
InternationalPhoneticAlphabet(IPA)).Heexpressedhisdistastefortherulesassociatedwith
thesealphabets,suchasthecoupledphonemegroupings,whichhesaidoftenmadeforwords
thatweretoolong.Hesawthesealphabetsasbarrierstoinclusivityandnotasaccessibletools,
therebytakingfromthehandsofourW̱ILṈEW̱EȽTÁLṈEW̱[Indigenoushumanbeings]the
self-determinationthatwasbecomingexceedinglynecessarytoourculturalsurvival.Asour
SENĆOŦENSḰÁLbecameincreasinglyendangered,itbecameclearthattherewasaneedto
simplifyourorthography.OurSENĆOŦENcontemporariestodayhonourthesignificanceofthis
time,notonlybecauseweusethealphabettodayandendorseitsefficiency,butbecausethe
timethatmySILELEspentcreatingourorthographyisviewedasasacredtime:Heworked
tirelessly,dayandnight,untilthealphabetwascomplete—agiftfromthe“visitors”whohad
helpedhimandsaidtohim,“EWESṮEQ,TTŦESONUSE”[Don’tletthefiregoout,there’sonlya
sparkleft].Thetimewasrighttoacttosaveourlanguage.
Oncethealphabetwascreated,mySILELEfelttheneedtoteachotherstouseit,
empoweringthoseofourexistingspeakerswhoremainedandwerewilling.Atthattime,my
TÁN[mother],ȻOSINIYE,expressedinterestinlearningSENĆOŦENusingournew-found
orthographyinresponsetooururgentdesiretorevitalizeourlanguage—shewasthefirstof
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severalstudents.Shelearnedtheorthographybylisteningtothesoundsofourlanguageand
transcribingthewordsassheheardthem.ThebreakthroughforhercamewhenSILELEasked
mymothertoreadbackhertranscriptionofhiswords.Excited,mygrandfathercalledmyother
SILELEȻŦIÁ[lategrandmother]overtolistentowhatmyTÁNhadjustwritten.WhenSILELE
ȻŦIÁheardmyTÁNreadhertranscriptionshesaid,“Iunderstoodwhatshejustread.”Before
thatmoment,“literacy”wasseenasadeviceofW̱ENITEM[Western]education.Theonlyones
whohadwrittendownourlanguagebeforethistimewerethoselinguistsandanthropologists
whowerestudyingandrecordingwhatwasthenseenasourdyinglanguage.
MySÁĆS[uncle]STOLȻEȽjoinedthecauseshortlyafter.Heexpressedhisdesiretopray
inhisownmothertongue.Duringthistime,manyofourpeople,includingmyfamily,were
involvedinactivistcampaignsandralliestoprotectourrights—itwasatimeofIndigenous
resurgence,andSENĆOŦENseemedtobeemergingrightalongwiththepoliticalmovementsof
theday.Duringthistime,mySILELErecruitedeighteenelderswhoheidentifiedas“L1”(or
firstlanguage)speakersonthebasisoftheirknowledgeofthelanguage.Hehadnotbeenable
toconvinceallthosethathehadhopedwouldjointhisnewly-assembledcohort,butthe
eighteenindividualsprovidedagoodstrongcore—fromwhommyTÁNandmySÁĆSwere
fortunatetolearn.Someoftheelderswhowerepartofthisgroupbecameteachersatour
school(preschooltoGrade9),someofwhomIwasfortunateenoughtolearnfromasachild.
Sampson(2014)referstothemasour“firekeepers,”whichreferstothemessageEWESṮEQ,T
TŦESONUSE[don’tletthefiregoout]thatmySILELEreceived;sheadvisesthat,tokeepthe
fireoflanguagerevitalizationalive
yougatherwhatyouneed;inlanguagerevitalization,itisEȽTÁLṈEW̱(people),SELW̱ÁN(Elders),SQENSTENEḴ(knowledgekeepers),W̱UĆISTENEḴ
10
(languageteachers),SĆÁLEĆE(languageallies,linguists),andnetworkingwithSCUL,ÁUTW̱(institution/organizations).(p.16)
ItwasduringthistimethatmyTÁNandmySÁĆSsimultaneouslylearnedthelanguage
whilebecomingteachers.
Astheyearsrolledby,oureldersretiredandpassedon—untiltherewereonlyfour
teachersofthelanguage.Thismeantthatourlanguagewasbecomingcriticallyendangered;
thenumberofourL1speakerswasdowntoabouttwenty-fiveby2009,andthenumberofour
teacherswasreducedtofour:TELTÁLEMOT,whoworksintheschooldistrict;KÁNTENOT,who
teachesadultsattheSAEC(SaanichAdultEducationCentre);andmyTÁNandSÁĆS,thelast
remainingteachersatourȽÁU,WELṈEW̱TribalSchool’spreschooltomiddleschool.In2005,
eveningclasseswerebeingofferedattheSAEC,ledbymyTÁNandSÁĆSinpartnershipwith
theUniversityofVictoria’sDepartmentofLinguistics.Atthistime,theUniversitywasworking
concurrentlywithsomeofourknowledgeableelderstodocumentandanalyzevariouslinguistic
aspectsofSENĆOŦEN(suchasphonetics,grammar,morphology,andsoon)whichwould
eventuallyassistinfutureresourceandcurriculumdevelopment.Shortlyafterward,the
Universityofferedasummerprogram,ÁLEṈ,ENEȻ[Homeland](Guilar&Swallow,2008;Jim,
2016;Sampson,2014).Theintentionofthisongoingprogramistohelpstudentsdevelopa
relationshiptoplacebywayoflearningtheIndigenousW̱SÁNEĆhistory,uses,andmeanings
associatedwiththatplace.Thisprogramhasremainedavitalcomponentofourvarious
languagecurriculumsandtheirunderlyingphilosophyaswemoveforward.
AsconcerngrewaboutthedecreasingnumbersofourL1speakersandourlanguage
teachers,allofwhomseemedtobeapproachingretirementage,itbecameclearthattherewas
adireneedtofindlanguageteacherstosucceedthosewhohadbeenbearingtheweighton
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theirshouldersforsolong.Thus,inthefallof2009,alanguageapprenticeshipprogramwas
devisedthatwouldfocusstrictlyonteachingapprenticesourlanguageinorderthattheywould
thenbecomelanguageteachers.Thisprogramisstillinplace:theSȾÁSENTŦESENĆOŦEN
[SENĆOŦENSpringboard],alsoknownastheSENĆOŦENLanguageApprenticeshipProgram—a
programthatIhavebeenblessedtobeapartof.
AsourSENĆOŦEN-speakingteachersandcommunityreachedthisurgentstatewithout
anycertaintyoflanguagetransmissiontothenextgeneration,SȾÁSENTŦESENĆOŦENwasa
long-awaitedbreakthrough,onethatgaveushopeforthesurvivalofSENĆOŦEN.Aswelearned
ourlanguagewebecamethearmsandlegsofourteachers,mentors,elders,andessentiallythe
languageitself,doingallthatwecould,allthatwasnecessary.Weconductedsurveysto
achieveconsensusoverwhetherornotwe(theW̱SÁNEĆcommunity)shouldgoaheadwiththe
planninganddevelopmentofanimmersionprogramforchildren,i.e.,tobegina“language
nest”(Hinton,2001,p.119).Thesurveyalsoexploredthequestionofwhethertostarta
BachelorofEducationProgramforSENĆOŦENteachers.Theoutcomewastheestablishmentof
theBachelorofEducationinIndigenousLanguageRevitalization(BEDILR),developedin
partnershipwiththeUniversityofVictoria.We,undertheauspicesoftheSȾÁSENTŦE
SENĆOŦENprogram,alsodevelopedcurriculumandresources,hostedregularmeetingswith
ourelders(whohelpedustranslateandtranscribeaswellastaughtus),andassistedour
teachersintheirclassrooms.SȾÁSENTŦESENĆOŦENprovidedmewiththeopportunitytotake
partintheMaster-MentorApprenticeshipProgram(MAP)withthesupportoftheFirst
Peoples’CulturalCouncil(FPCC).TheFPCCversionofMAPisbasedonalearningmethodology
developedinCaliforniabyLeanneHintonincollaborationwiththeAdvocatesforIndigenous
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CaliforniaLanguageSurvival(AICLS),andtheNativeCalifornianNetwork(NCN)(Hinton,2002).
AlongwithmySENĆOŦENcolleaguesandrelativesMENEŦIYEandSIOLTENOT,Iwasvery
fortunateinmymentor,thelateRaySam;heaffordedmemybreakthroughasIgainedthe
confidenceneededforlanguageacquisition,andIwastherebyabletoacquiretheabilityto
speakSENĆOŦENonthebasisofourimmersionget-togethers.Thiswasthecaseforour
SȾÁSENteamaswell—wealldevelopedlanguageproficiencyandenlargedourcapacityto
teachourlanguage.
OncewesurpassedthemereapprenticestagewewerepermittedbytheW̱SÁNEĆ
SchoolBoardandourSENĆOŦENlanguageauthority(seniorteachers)totakeontheroleof
teacher.Theoutcomewasthat,inJanuary,2012,weestablishedourLENOṈETSCUL,ÁUTW̱
[languageimmersion/languagesurvivalschool]:TheSENĆOŦENW̱UĆISTENEḴ[language
teachers]whowereonceapprenticesbecametheknowledgekeepers,theSQENESTENEḴ.
Sampson(2014)summarizeditthisway:“Ourmentorswerethechildrenofourpastlanguage
warriors.TheynowheldthetorchandtouchedmanyW̱ŚÁNEĆchildrenintheirprograms”(p.
20).
AlthoughwedidnotallbeginasteachersintheLENOṈETSCUL,ÁUTW̱(myself
included),wewerenonethelessapartoftheresurgenceoflanguageuse,therebyincreasingits
capacity,evenifwebeganbysimplyparticipatingintheteachersuccessionprocess.LENOṈET
SCUL,ÁUTW̱thrustusintotheimmersionschoolsetting,beginningwithpreschoolchildren
who,witheachsubsequentyear,proceededtothenextgrade.Ourchildrenhavebeenableto
progressthroughthepreschoolandprimarygrades,andarelearningatthegradethreelevel.
WehopetocontinuethegrowthofSENĆOŦENimmersionforaslongaswecan.
13
WhenIenteredtheimmersionteachingstreaminthefallof2013,wewereopeningour
firstyearofkindergarten,arealitythathighlightedtheneedtofurtherdevelopourcapacities
asteachers,educationassistants,andresourceandcurriculumdevelopers.AsLENOṈET
SCUL,ÁUTW̱venturedahead,growingwitheachhighergradelevel,theneedtoaugmentour
capacitybecameapparent.Althoughwehadsucceededinthecreationofnewspeakerswith
theachievementsofSȾÁSENTŦESENĆOŦEN,ourimmersionstreamquicklymadeusrealize
thatweneededsomethingmoreinordertokeeppacewiththegrowth.Thispromptedusto
changeourpolicywithrespecttotherequirementsofestablishingandmaintainingLENOṈET
SCUL,ÁUTW̱.Weoncebelievedthattheonlynecessityforcreatinganimmersionenvironment
washavingproficientspeakers,butthesenseofurgencythatcamewithgrowthpromptedus
tolookatthepotentialofusingtheenvironmentasalanguagetrainingground.
Andsobegantherecruitmentofnewapprenticestobuildourcapacity,apprenticeswho
weretolearnthelanguagewhilehelpingusmaintainourlanguageenvironmentatthesame
time.Theywouldbeamongthefirst,solongastheywerewillingtorefrainfromusingEnglish,
whileinsteadspeakingtheSENĆOŦENthattheywerelearning.Wefunctionedasalearning
collective—workingtoreviveourlanguage,engaginginresearch,andcollectivelytryingour
handsatbringingourlanguagebackfromitsstateofsuspendedanimation.Insodoing,we
foundthatusingourimmersionenvironmentprovidedsignificantinsightintowhatitmeansto
revitalizeourSENĆOŦENlanguage.Thisprocesshighlightedaprinciplethatweimplicitly
understoodbutonethatwenonethelessperceivedanew:EWENEW̱ENITEM,ḴENI,ĆOȻESOL
CENsTOLNEW̱[NoEnglish—justusewhatyouknowoftheSENĆOŦENlanguage].
14
Duringthisperiod,we—theSENĆOŦENlanguagerevivalists(SȾÁSENTŦESENĆOŦEN
ProgramandourLENOṈETSCUL,ÁUTW̱)—hadthebenefitofarelationshipwiththeUniversity
ofVictoria’sIndigenousEducationandLinguisticsdepartments.Thisallowedustoincreaseour
capacitytopromoteadultSENĆOŦENlearninginourhomecommunity.Eventhoughthe
eventualmakeupoftheLENOṈETSCUL,ÁUTW̱provedtousthatwe,thelearningteachers,can
learnSENĆOŦENbysimplyallowingourselvestoparticipateinanimmersionenvironment
(shoulditbeprovided),thefactremainsthat,inordertobuildofourcapacityasteachers,we
requirethebenefitofpost-secondaryacademicinsightsandcredentials.
Theoutcomewasthat,inJanuary2010,theUniversityofVictoriaBachelorofEducation
inIndigenousLanguageRevitalization(BEDILR)wasofferedforthefirsttimeinW̱SÁNEĆ.This
programgaveustothemeanstotrainandcertifyteacherswhocouldalsospeakSENĆOŦEN.
Someoftheteachersfromthisfirstcohorthavemovedontoteachwithinthedistrict,while
othershavejoinedourteamandtherebyincreasedourcapacitytoprovideteachersand
assistants.Subsequently,anewdiplomaprogramhasbeendevelopedinpartnershipwithUVic,
designedtofollowthecompletionofaBEDLIR:W̱SENĆOŦEN,IST[CarryingSENĆOŦENlanguage
forwardbythebreath],aswellasthevaryprogramthatSX̱EDŦELISIYE(Sampson,2014),
Jacqueline(Jim,2016)andNENSIMU(RitaMorris)haveenteredtoobtainourmastersdegrees
intheMastersofIndigenousLanguageRevitalization(MILR)Program,whichfirstbeganinthe
summerof2012.Atthetimeofwriting,thefirstcohortoftheW̱SENĆOŦEN,ISTProgramisinits
secondtermofitssecondyearandisnearingcompletion,and,mytwoSȾÁSENTŦE
SENĆOŦEN/LENOṈETSCUL,ÁUTW̱colleagues,JacquelineandSX̱EDŦELISIYEarehave
successfullydefendedtheirMILRSĆȺ(work).
15
Iacknowledgethatthissummaryisalltoobrief,giventhehistoryofourSENĆOŦEN
SḰÁL’sresurgence.IagreewithLornaWilliamswho,onanumberofoccasions,talkedwithme
abouttheneedtoprovideamorecompletehistoricaloverviewofoureffortstoreviveour
language.Ideally,suchaworkwouldexplainmorefullytheimportanceoflanguageresurgence
inthecontextofIndigenouslanguagerevitalization,andrelatethisphenomenontotheway
thatFishman(1991)speaksaboutlanguagemaintenanceand“reversinglanguageshift.Allthat
Ihaveaddressedinthispaperrelatestomyownexperienceasalearnerandspeaker.Irelate
ourSYESES[history]tomyroleasbothalearnerandaspeakerbecauseIhavealwaysbeen
closetothecollectiveefforttoreviveSENĆOŦEN.MyTÁNwasinvolvedwiththerevivalof
SENĆOŦENbeforeIwasborn;Ihavealwaysbeenexposedtothisaspirationtorevitalizeour
language,andIattributesomeofmymotivationto“TW̱ESENĆOŦENḰO,ḰEL”[cometospeak
SENĆOŦEN]tomyhomesetting.
NELELÁ,NEṈTEN—Myaudience(mywitnesses,mylisteners)
Iwouldliketoaddressthequestionofaudienceforthisproject.WhoisitthatIamspeaking
with?
First,Ispeaktothosewhoareengagedinthesamestrugglewithanendangered
languageandtheprospectoflanguageloss:thosewhowanttorevivetheirmothertongue,and
theheritageitcontains;thosewhoarecommittedtoprotectingIndigenouslanguages.The
subjectoflanguagerevitalizationhasgainedsignificantattentionsinceIbeganasalanguage
apprenticein2009.OurgrowthintheSENĆOŦENlanguagerevitalizationefforthasbeenguided
bysuchnotablescholarsandlanguageactivistsasLeanneHinton,StephenGreymorning,Kathy
Michel,KauanoeKamana,JoshuaFishman,WilliamWilsonandLornaWilliams.Additionally,
16
thereareanumberoforganizationsdedicatedtoindigenouslanguagerevitalizationincluding
theChiefAtahmSchool,theFirstPeoples’CulturalCouncil,andtheHawaiianlanguage-medium
programs3andimmersionschools.MycolleaguesandI,thoseofuswhoworkonSENĆOŦEN
andteachatLENOṈETSCUL,ÁUTW̱andSȾÁSENTŦESENĆOŦEN,nowrefertoourhaving
graduatedfromlanguage“apprentice”tolanguage“revivalist.”Weidentifyourselvesas
languagerevivalists;inourstruggle,weareakintoIndigenouspeoplesfromaroundtheworld
whoarelanguagerevivalists,whodowhatisnecessaryandwithintheirpowertorevivetheir
endangeredlanguage.
Second,Ispeaktothoseengagedwithacademicspecialtiesfocusedonlanguage
revitalization,forexampleareasoflinguisticsconcernedwithlanguageacquisition,
sociolinguistics,socioculturaltheory,aswellasIndigenousscholarshipconcernedwithlanguage
resurgence;andIspeaktothelanguageactivists,thescholarsnotedabove.
Third,Ispeaktomydaughter,whoIhopewillcontinueourlegacyofSENĆOŦEN
revitalization—whatFishman(1991)identifiesas“intergenerationallanguagetransmission”(p.
1).Ispeaktoherinthehopesthatmyeffortsarenotinvain.Ihopethatshewillwantto
continuewithSENĆOŦENrevitalization—andthatthispapermightonedayhelpherfindthe
motivationforcarryingon,andgiveheranunderstandingofhowimportantoureffortsto
revitalizeSENĆOŦENare.
3ThePūnanaLeolanguagenests,Kaiapuni-HawaiianlanguageimmersionschoolsandKaHakaʻUlaOKeʻelikōlaniCollegeofHawaiianLanguageProgramsdescribetheirdeliveryofHawaiianlanguageimmersionasinstructionthatisprovidedthroughHawaiianlanguagemedium(Hale&Hinton(2001).
17
NES,ḰÁLEḴEN—MyVoice
Thevoiceandlanguagechoiceforthisprojectis,forthemostpart,myspeakingvoice.Ithinkof
myaudienceasthosewhoareinterestedandengagedinthediscourseofsuccessfullanguage
acquisitionandwhoarelearningwithme.Iamupholdingmyendoftheconversationby
sharingmystory,whatIhavedone,howIhavelearned,andwhoIhavelearnedwith.I
maintainaconversationaltonethroughout,inpartbecausethisisaveryintimatesubject.
SometimesIusetheterms“we,”“our,”and“ours”becauseItendtospeakinclusivelyofNE
LELÁNEṈ,TENinthispaper.Iliketothinkof“we”asacharacteristicofrelationalityinmystory.
Ialsousetheterm“we”whenspeakingofandtomycolleaguesofSȾÁSENTŦESENĆOŦEN,
LENOṈETSCUL,ÁUTW̱,mylanguageteachersandmentors,andtotheW̱SÁNEĆpeople.Weare
apartofthemovementtorevitalizeand“reversethelanguageshift”ofSENĆOŦENmuchinthe
waythatFishman(1991)describes.Hence,wearelanguageactivists,butwehavealsobecome
Indigenousresearchersinthewaythatnumerousscholarstalkabout(Guilar&Swallow,2008;
Elliott&Poth,1990/1948;Jim,2016;Sampson,2014;Swallow,2005).Ispeakinclusively
becauseIcannotclaimthatmyachievementsareexclusivelymyown.Therefore,Ifeeltheneed
toacknowledgethecommunitythatnurturedmyeventualSENĆOŦENacquisition.
TheoreticalFramework–PENÁĆTŦENESNÁ(MynameisPENÁĆ)
Thetheoreticalframeworkforthisprojectisembeddedinmynamesake,PENÁĆ.AsIinvokemy
name,IsignifythatmySENĆOŦENlearningandspeakingexperiencesarearesultof“optimal”
(idealandmostfavourable)conditions.Iusethemetaphoroftravellingonthewaterbycanoe
asaframeworktodescribetheoptimalconditionsofmySENĆOŦENlearning,acquisition,and
speakingaswellasaframeworkforrecountingmystory.Asawayofsettingoutthetermsof
18
myoptimalconditionsforlearning,acquiring,andspeakingmylanguage,Iwillrefertothe
followinglanguageacquisitionandrevitalizationtheoryandpracticeintermsofthe
experiencesthatIrecountandreflectoninmystory.
Krashen(1982)distinguishesbetweenacquisitionandlearning,theoptimaluseof
monitor4therein,andprovidesadistinctionbetweenformalandinformallinguistic
environments,processeswhichhaveenabledthe“linguisticinputnecessaryfor[my]language
acquisitiontooccur”(p.40).Additionally,asIreflectonmyexperiences,Iamdoingsowith
considerationforanumberofsocioculturalpractices.Forexample,Swain,Kinnearand
Steinman(2011)discussthe“ZoneofProximalDevelopment”(ZPD)whichreferstoone’sskill
orproficiencylevelsaswellasone’sinterpersonalandintrapersonalinteractionswhilelearning
(p.20);theyalsoidentifytheideaofa“communityofpractice”(COP)(p.27),which,likethe
aboveformalandinformallinguisticenvironments,referstothegradualanddeepeningprocess
ofparticipationinacommunityofpractice,i.e.,one’sacquisitionandlearningenvironment(p.
27).Theyalsoidentifythenotionof“scaffolding,”whichreferstothesocialorcognitive
progressionfromonelevelofunderstandingtothenext(p.26).Swainetal.(2011)alsorefer
topracticesof“privatespeech”(p.36)or“self-talk”(p.62)withrespecttointrapersonal
communicationthatmediates(one’s)thinkingprocess,i.e.,subvocal,inner,orexternal
dialoguetoassistoneselftoregulatethinkingoraction.Theyendorsethepracticeof“self-
regulation,”thatistheuseoflanguagetoregulatetheself,suchasthinkingoutloud,or
mediatingone’sactionsbytalkingoneselfthroughascenario(e.g.,“whereismyfavoriteball?”,
4InrelationtoKrashen’sMonitorTheory(1981,1982),optimaluseofmonitorreferstoone’sbalancingofconsciouslanguagelearning(input),whileproducingspeech(output)andallowingforthesubconsciousprocessoflanguageacquisition.
19
p.38);theyalsohighlightanotherformofregulationwhichreferstoone’sregulationwhen
beingguidedbyanother,forexample,thatwaythatonecanbedirectedtoactionthrough
“totalphysicalresponse”(TPR)(Hinton,2002).
RelatedtoKrashen’s(1982)“communityofpractice”ishisconceptof“integrative
motivation”whichhedefinesas“thedesiretobelikevaluedmembersofthecommunitythat
speakthesecondlanguage”(p.22).Ihavealwaysfoundthistobethecasewithmyelderswho
aremoreproficient,aswellaswithotherswhospeakSENĆOŦEN.
Finally,IalsosharesomeofmyexperiencesthatrelatetoFishman’s(1991)conceptsas
theyconcernaffect,or“affectiveintimacy”,whichrelatestothelanguageofintimacyofone’s
affective“family-neighborhood-communityidentity-and-societybindingexperience”(p.374).
MyexperiencesechotheemphasisRosborough(2012)placesontheimportanceof
encouragement,andtheemphasisthatMcIvor(2012)placesonthevalueofemotionalstates
andmotivation.
Theabove-notedreferencestothetheoryandpracticeoflanguageacquisitionrelateto
myoptimallearningconditions,andwhatnowfollowsisthestoryofhowIhavecometo
furtherunderstandthemeaningofthenamethatIhaveinherited,PENÁĆ,mymetaphorical
frameworkforthisproject.
TOW̱OLU,SṮO,ṮEMTŦESȻÁĆELȻsYÁ—Theweatherisgoodenough(justright)togo).ĆÁȽȻNEsTW̱ETELŦINEṮPENÁĆ—IjustcametounderstandthemeaningofPENÁĆ
SÁĆSSTOLȻEȽandIweretravelingtoKelownatogetherfromVictoriaInternationalairportthis
pastwinter(2017).Wehadagoodvisitalongtheway,laughing,joking,andtellingstories.
Whenwetookourseatsontheairplanewetalkedabouttheweather,whichisnotsmalltalkin
20
W̱SÁNEĆ.WetalkedaboutthewindsasweknowtheminW̱SÁNEĆ,andthatthewindswere
easythatday,nothingturbulent.Weweregladthatwedidnothaveturbulentweatherfor
travelling.ThenSÁĆSSTOLȻEȽsaidsomethingthatclearedupmyunderstandingofawordthat
alsohappenstobethenamethatIcarryfrommylategrandfather:PENÁĆ.
AgreatthingaboutourtripwasthatwehadspokentoeachotherinSENĆOŦENalmost
theentiretime.Aswetalkedaboutthewindsandtheweatherconditionsbeingoptimalthat
day,IsaidtoSÁĆS,“TOW̱OLU,SṮO,ṮEMTŦESȻÁĆELEȻsȻELEṈȽTEYÁ[theweatherisjust
rightforustofly],”towhichheagreed,saying,“HÁÁ,.NIȽPENÁĆ[Yesitis.It’safairwind,a
goodwindtotravelon]”.UpuntilthatpointintimeIhadonlyunderstoodPENÁĆtosimply
mean“fairwind,”accordingtomySILELE(Elliott,1990).MyTÁNandSÁĆShadalways
expressedthewordinthesamewordsasSILELE,andso,Ihadonlyusedthewordtomeanfair
wind,eventhoughIwasawarethatithadsomethingtodowithtravellingbysail(ortravelling
ingeneralforthatmatter).ThepointhereisthatIdidnothaveacompleteunderstandingof
theword,myname.
Ihadheardthestoryafewtimes—whymySILELEassumedthename—andthathe
chosethenamehimselfinsteadofreceivingthenameofoneofourancestors,asiscustomin
CoastandStraitSalishterritories,andinW̱SÁNEĆ.AlthoughIheardthestoryonafewdifferent
occasions,Ihadnotunderstooditstruemeaning.Iwasmissingsomething.However,Iwastold
thathechosethenamePENÁĆinmemoryofonethefondestmomentsofhislife.Herecalled
theoccasionwhen,asayoungchildtravellingbycanoewithhisTÁN(myJOMEḰLE[lategreat
grandmother)andNESÁĆSNEJOMEḰLE[lategreatgrandaunty],theyweretravellingtoour
21
villagesiteontheislandofSTOLȻEȽ5(SanJuanIsland).Astheymadethecrossingfromthe
W̱SÁNEĆPeninsulatoSTOLȻEȽ,itwasnight,theskywasclear,thewaterswerecalm,andit
wasquiet.Itwaspeaceful.Speakingaloudisminimalwhenwetravelbywater—acustomof
W̱SÁNEĆpeoplestoshowrespectfortheoceanandthelifeinit.MySILELEsaidtomyJOMEḰ
LEthathewastiredandwantedtosleep.Shetoldhimtogoaheadandliedown,gesturingto
thefrontofthecanoewheretherewasabundleofblanketsthathadbeenheatedwithhot
stones.MySILELElaydownontheblankets,lookeduptowardtheclearskyfullofstars,and
heardonlythesoundofthepaddlesinthecalmwatersuntilhedriftedofftosleep.
AsItalkedwithSTOLȻEȽIfinallyunderstood.MyminddashedbacktothisstoryandI
realizedwhatitwasthatmySILELEwasreferringto:therememberedpeaceandserenity
associatedwiththoseoptimaltravelconditions,thesoundofthepaddlesonthecalmwater,
theclearandluminousskyfilledwithstars,andthecompanyofhislovedones.Asthemeaning
becamecleartomeIfeltreassuredaboutmyimprovedunderstandingofthenamePENÁĆ.I
feltreassured,notonlyforhavingaclearerunderstanding,butthatmynamereflectsmy
path—whoIam,whereIcomefrom—andperhapsIammostreassuredinrelationtothiswork,
thatitreflectsmyjourneyoflearningSENĆOŦEN.Myjourneytolearnandspeakmylanguage
hasnotbeentheeasiestone,butitisajourneywhereoptimalconditionshaveenabledmeto
learnandspeakSENĆOŦEN.
SHOIsNESX̱IÁMNESLÁ,LESETTIÁ—Themotifsofmystorythatinformthiswork
ReflectingonthestoryofhowIcametobetterunderstandmynamesake,andhowPENÁĆ
representstherelevanceofoptimalconditionsfortravel(notablybySNEW̱EȽonthewaterin5ThenameSTOLȻEȽwasgiventomyuncletoremindusofourhomevillageontheisland.
22
thiscase),mySENĆOŦENlearningjourneyisreflectedinPENÁĆasametaphorforideal
paddlingconditions.AsmyconversationwithSTOLȻEȽremindedme,talkaboutweatherisnot
smalltalkinW̱SÁNEĆ—itoftenhastodowithwhetheritissafeorunsafetotravel.Todiscuss
theweatherisawayofgaugingtheconditionsfortravelling,anddeterminingwhetherthey
are,infact,optimal.
Therefore,toreiteratethesequenceofchapterssetoutinmyintroduction,the
followingisthewaythatthePENÁĆmetaphorframesthispaper.Chapter1,QENÁNW̱ȽTE,
forecaststhescopeandsequenceofthispaper—whereIintroduceandlocatemyself,my
audienceandtheoreticalframework,andwhereIidentifymymethodology,myvoice,and
providesomebackgroundbywayof“briefhistoryofSENĆOŦENreturning.”Chapter2,
EȽTELIĆ,EṈȽTETŦESNEW̱EȽ,looksatmybeginningsasaSȾÁSENTŦESENĆOŦENlanguage
apprentice,specificallywithregardtomylearningexperienceswithmylateeldersŦḴOȽEĆTEN
[IvanMorris]andW̱IJELEḴ[RaySam’atour“elders’sessions,”andlearningthroughMAP.The
focusofthischapterisSNEPENEḴ[culturalteachingsandvalues],andĆELÁṈEN[ancestry
(culture,heritage,birthright)].Chapter3,HI,ḴETȽTETŦESNEW̱EȽSUYÁ,DÁȻEL,isconcerned
withthemethodsIhaveemployed—whetherestablishedmethods,ormethodsofmyown
construction—toeffectivelyprovidemewithoptimalSENĆOŦENlearningandacquisition.This
chapteralsoidentifiesguidingprinciplesandvaluesthathavefurtherenabledmoreeffective
learningandlanguageacquisition;theseprinciplesfavourtheintimateandrelationalaspectsof
learning,suchasfamily,friendship,andhome.Chapter4,JÁṈ,NOṈET ȽTE,providesthe
conclusionandrecommendationsthathaveemergedformeinthecourseofthisexploration.
23
AsItellmystoryofhowIhavecometospeakSENĆOŦEN,myframeworkisareminder
thatthe“coastwasclear”enoughformetolearnSENĆOŦEN.Thisalsoremindsmeofthe
worldviewcontextofourmostcommongreeting,ÍYSȻÁĆEL[Goodday].AsourSENĆOŦEN
languagerevealsitsmeaningsonitsownterms,theW̱SÁNEĆworldviewemerges.Whenwe
greetsomeonewithÍYSȻÁĆEL,thecontextrevealsaconsiderationforothers—bystatingthat
theactualconditionsoftheday,theweather,aregood.AsElliotandPoth(1990/1948)noted,
ourW̱SÁNEĆpeoplewerealsoknownasSaltwaterPeople:ṮȽÁȽSEḰO,W̱ILṈEW̱.Wetraveled
byseaonaregularbasis,andsoneededtohaveagoodsenseofwhatoptimalweather
conditionsmean.
U,X̱ENÁṈOLTŦU,NIȽPENÁĆEȻsŚX̱ENÁṈsȻNEsI,TOTELNEW̱EṮSENĆOŦEN[Theways
inwhichIhavelearnedSENĆOŦENhavebeenunderoptimalconditions],justasNESȻÁ,NE
SNÁ[myname]PENÁĆindicates.
ŚW̱,XEĆS,ILEṈ—Methodology
Asalreadynoted,thispaperdescribesanauto-ethnographicreflectionthatfocusesonmy
experiencesasImovedfromlearningmylanguagetospeakingit,andfromapprenticingto
mentoring.Iwillrecountmyexperiencesbywayofanauto-ethnographicreflectivenarrative,
whichrelatetothecentralquestion:S,X̱ENI,EṈYEW̱ȻNEsTW̱ESENĆOŦEN[WhyisthatIhave
cometospeakSENĆOŦEN]?MystorywillrecountmyfindingsintermsofwhatIdid:when,
where,why,andhowIlearned,i.e.,howIhavecometospeakSENĆOŦEN.
Iwillnowelaborateonauto-ethnographyasamethodologythatcanbeusedin
conjunctionwithIndigenousmethods.Ethnographyisthestudyofpeopleandcultures,and
autopertainstotheself.AccordingtoOnowaMcIvor’s(2010)openingtoherarticle“IAmMy
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Subject,”auto-ethnographyis“astudyinvolvingtheself”(p.137).Thisauto-ethnographicwork
issituatedintheemergingscholarlyendeavorsofIndigenousacademicswhoarebuildingon
theever-growingdiscoursethatconcernstopicssuchasIndigenousepistemologies,ontologies,
andresearchmethodologies.Thisdiscoursevalidatesperspectivesthatarenon-western,orare
unconventionalinrelationtothestatusquo.McIvor(2010)referstoShawnWilson(2007)who
setsoutthe“keyfeatures”ofanIndigenistresearchparadigm,reiteratingthat“goodIndigenist
research[is]aswhenweareconnectedtoallthatsurroundsus,suchasfamily,ancestors,the
land,andthecosmos”(McIvor,2010,p.139).
Indigenousprinciplesalsoincluderespect,considering“alllifeforms,”remembering
kindnessandhonestyandhowwhatisdonemaybringbenefittothecommunityatlarge
(McIvor,2010,p.139).InW̱SÁNEĆ,itseemsasthoughwehaveprotocolsforeverything.When
itcomestotradition,wearemindfulandrespectful,considerateofcommunity,andallthe
variouslifeforms.Thereisasystemandanordertothewayinwhichweapproachmatters,
whichregularlytaketheformofceremony:SNEPENEḴ[protocols/teachings].Preparation,asa
partofthe“ceremonyofresearch”(Wilson,2008)iscrucial,as“tobeagoodresearcher,Imust
firstbeagoodperson”(McIvor,p.140).
InW̱SÁNEĆ,engaginginceremonyoftenmeansthatwefirstDIWIEȽ[pray];weopenup
ourworkwithS,DIWIEȽ[aprayer/theprayer],clearingourselvesoftheblocksorbarriersin
ourpathandsettingourattentiontothemattersathand:SULÁ,SETȽTEȻE[soweprepare
ourselves].Toanagnosticthiscanberegardedsimplyashoningone’sfocus,butinaccordance
withourspiritualpractices,itisacallingtoourancestorsordeitiestohelp,guide,andprotect
us.
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Thesignificanceofstoryforthisprojectisthatitencompasses,holistically,theparadigm
ofanIndigenousresearchmethodwhichWilson(2008)describesas“thestorytellerasthe
researcher.”Thisapproachencompassesimportantaspectsoforaltraditioninasmuchasit
incorporatestheexperiential,theintimateconnection,andtherelationality.Wilsonexplains
that“relationalityrequiresthatyouknowalotmoreaboutmebeforeyoucanbeginto
understandmywork”(p.12).
Smith(2012)andChilisa(2012)raiseanumberofpointsthatareimportantto
consider—asanIndigenousresearcherandasanactivist—pointswhichIoftenfindmyself
concernedaboutasaW̱ILṈEW̱EȽTÁLṈEW̱[Indigenoushumanbeing]workinginanacademic
setting.Smith(2012)raisestheconcerns,onesthatcanbeputforwardfromcommunity
membersandactivistsalike:“Whoseresearchisit?Whoseinterestsdoesitserve?Whowill
benefitfromit?”(p.10).SmithalsodiscussesthedifferentrolesplayedbyIndigenous
researchersandactivists,notingthatwhiletheyaredifferent,bothareimportantforpreserving
theintegrityandtheinterestsofIndigenouscommunities.AlthoughIndigenousresearchers
andactivistsoftensharethesameinterests,theirgoalscanbemisalignedgiventhatactivists
areconcernedwithgrassrootsorcommunity-basedinitiatives,whileIndigenousresearchers
tendtoconcernthemselveswithdecolonizingWesternresearchnarrativesandthewaythese
narrativesframeIndigenousepistemologies.
Chilisa(2012)addressestheconceptofdeficittheory,whichseesWestern-based
researchmethodsashavingdevelopedabodyofliteraturethatdisseminatestheorieswhich
threatento“perpetuateresearchthatconstructstheresearchedcolonizedOtherasthe
problem”(p.59).Ithinkthatitisnecessarytostate—withthesetwopointsinmind—thatnot
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onlyismyintegrityimportanthere,butalsotheintegrityofmycommunityandancestors.Iwill
emphasizehere,speakingtotheemergingdiscourseaboutIndigenousresearchmethodologies
andIndigenousepistemologies,thatourW̱ILṈEW̱EȽTÁLṈEW̱—ourwaysofknowing—arevalid
andimportant.
Ihavebeenalanguageactivistwhohasenteredtherealmofresearcher,whichcouldbe
seenascompromisingmyIndigenoussocioculturalidentityshouldIhappentoneglectsuch
principlesasgoodIndigenistresearch.Thus,myintentionforthisprojectisthatitbeofbenefit
tomyW̱SÁNEĆcommunity—SȾÁSENTŦESENĆOŦEN,LENOṈETSCUL,ÁUTW̱,andNE
LELÁNEṈ,TEN—thelanguagerevivalistswhoarelookingforadditionalcontributionstotheir
efforts.IhavetheutmostrespectandadmirationforallthoseIhaveworkedwithinthecourse
ofthisproject,andso,Ihonourthem.
RelationshipsarefiercelyimportantinW̱SÁNEĆ.Theyareimportanttoourfamilies,
bothourimmediatefamiliesandourextendedfamilies,toourancestors,andtoourW̱SÁNEĆ
name.Relationshipsreinforcetheconceptthatweareakintoallthings,alllifeforms.MySILE
LE,inspeakingaboutourworldviewsaid,“ourpeoplelivedaspartofeverything.Wewereso
muchapartofnature,wewerejustlikethebirds,theanimals,thefish.Wewerelikethe
mountains….Weknewtherewasanintelligence,astrength,apower,farbeyondourselves
(Elliott&Poth,1990/1948,p.75).
W̱SÁNEĆepistemologyindicatesthatweconsiderourlifeandouractionsholistically.
TyeSwallow(2005)spokewitheldersofourW̱SÁNEĆcommunity,emphasizingtheimportance
of“knowledgeassociatedwithland”intermsofW̱ŚANEĆ“knowledgeofthemostworth,”
27
becausethisknowledgeisinterrelatedandmutuallydependent(p.55).Heidentifiedthe
themesthatemergefromtheassociatedknowledgeinthisway:
Eldersascarriersofknowledge,SENĆOŦENlanguageandplace-names,W̱SÁNEĆhistory,teachings,ceremony,values,stories,senseofbelongingandidentityareallgroundedin,andhaveco-evolvedfromplace,theplaceofW̱SÁNEĆ.(p.55)
Ihavealwayslovedagoodstory,evenbeforeIrealizedthesignificanceofstorytellingin
W̱SÁNEĆtraditionalculture.Aswithmovies,Ienjoythingslikegoodplottwists,character
development,meaningandrationale,andattimes,romanticizednotionswhichelaborate,
glamourizeormakemattersgrandiose.However,Ihavecometorealizethatthebeststories,
likegoodart,aretheonesthatprovokethought.Instantgratification,whenitispurely
superficial,leaveslittleimpressiononus(unlessitisotherwiseaestheticallyappealing).In
recenttimesIhavecometonoticethewayinwhichtraditionalstorytellinginW̱SÁNEĆstands
outformeamongotherwaysofstorytelling.Wilson(2008)shedssomelightonthis:
IndigenouspeopleinCanadarecognizethatitisimportantforstorytellerstoimparttheirownlifeandexperienceintothetelling.Theyalsorecognizethatlistenerswillfilterthestorybeingtoldthroughtheirownexperienceandthusadapttheinformationtomakeitrelevantandspecifictotheirlife.(p.32)
Storytellingcanbelessaboutthestoryandmoreabouttherelationshipofthestoryto
subjectmatter,andhowstoryfindsitswayintoconversation,therebymakingthestory
relevanttoaconversationoranexperience.Thepointofthestorycanbetomakethelistener
think,togivethestoryfurtherconsideration.Themeaningofthestorymayrelatetoan
individual’sexperience,orsimplytotheconversationthatwastakingplacewhenthestory
cametomind.
28
Asmystorytakesplacehere,Ifindthat,inaimingfora“highermentalprocess”inorder
tosolveacognitivelycomplexproblem—aprocessthattakesplace,accordingtoSwainetal.
(2011)in“theexternalworldofsocialinteractionbetweenindividuals[oroneself]”(p.37)—it
hasbeenimportanttofindanoptimalbalanceoflearningwhileremainingtruetotraditional
W̱SÁNEĆteachingsandculture.Krashen(1981)describesthis,specifictolanguageacquisition,
i.e.,myengagementwithSENĆOŦEN,asabalancebetweenacquisition(languageinput)and
speaking(languageoutput)(p.4).
29
Chapter2:EȽTELIĆ,EṈȽTETŦESNEW̱EȽ—WeareloadingupthecanoeNIȽTŦESNEPENEḴȻNEsOȽ,TW̱NESNEW̱EȽ.TUEÍYTŦESȻÁĆEL(Itisthe
teachingsthatIamloadingonmycanoe.Thedayisstillgood)
NESĆȺLEȻENTOLŦḴOȽEĆTENI,W̱IJELEḴI,ȻSESNEPENEḴs—WorkingwithŦḴOȽEĆTENandW̱IJELEḴ,andanoutlineofsomeoftheirprinciplesandpeachings
Aslearningapprenticesofthelanguage,we(SȾÁSENTŦESENĆOŦEN)hadthegoodfortuneof
learningandworkingwithseveralofourelders.Inconsiderationofthem,Iwillfocusontwoof
ourlateelderswhohadthegreatestimpactonmylanguagedevelopment:W̱IJELEḴ[RaySam]
andŦḴOȽEĆTEN[IvanMorris].Wehadmanydiscussionsaboutculturalteachings,practices,
and,mostofall,SENĆOŦEN.BeforeourentryintotheMentor-ApprenticeshipProgram(MAP),
ourSȾÁSENTŦESENĆOŦENlanguageapprenticeshiplearningconsistedofeveningclassesand
sessionswithourelders.Althoughwedidnotachievethesameleveloflanguageproficiencyin
thesesessionswithouteldersaswelaterdidintheMAPsetting,thelastingimpactofourelder
sessionsremainsafoundationforsomuchthatwe—theSȾÁSENTŦESENĆOŦENand
SENĆOŦENrevivalists—dotothisday.Amongotherthings,oureldersemphasized,byexample
andadvice,theimportanceofagoodworkethic,punctuality,gratitude,humility,respect,and
kindness.Myfriend,relative,andcolleagueReneeSampson(2014)recallsthattheseelders
encouragedusto“justspeak,”and“nottogiveup;”shecitesoneofourlateelders,Theresa
Smith,ashavingsaid,“ĆOȻESȻENsTOLṈEW̱![usewhatyouknow]”(p.43).Encouragedby
this,weadoptedthisstatementasourmotto.
Priorto,andduringthetimethatwespentlearningthroughMAP,wewouldmeetwith
ourelderseveryWednesdayfrom9:00a.m.until3:00p.m.until.Atsomepoint,theselong
daysbecametoostrenuous,promptingustofinishby12:00p.m.instead.Theapprentices
30
wouldmaketeaandcoffeeandprovidelunchandsnacksthroughouttheday.Wewouldhave
anagendabeforeus,whichtypicallyconsistedofreviewingwordlists,collectingwordsfor
resourceandcurriculumdevelopment,anddiscussingculturalpracticesandteachings.This
allowedustheopportunityofhearingourL1eldersengageinSENĆOŦENconversationwith
eachotherwhilehelping—inourview—ourlanguagecontinue.AlthoughIoftendidnot
understandtheirconversations,Itooknoticeoftheintonationsandrhythms.Ultimately,Istill
thinkoftheseintonationsandrhythmstoday,andIrefertothismemoryifIhappentodeviate
fromthesoundofSENĆOŦEN:it’slikeasoundcheck,ortuningapianoorguitar.AsIthinkback
now,IbelievethatsometimeswhenItalkedtosomeofoureldersinSENĆOŦENtheydidnot
understandme(orIdidnotunderstandthem)becauseIdidnotrecognizetheirintonation
patternsandrhythms;thesoundsdidnotcomereadilytomypalette,ortheydidnotrecognize
thesoundsImade.Icontinuetodevelop,orcompose,ifyouwill,thesongofthelanguagethat
oureldershavespokenofsoadoringly.Whatfollowsaresomeofthestories,experiencesand
lessonsthatourlateelderssharedwithus.
HÁ,EQȻSUNIȽELÁ,NEW̱sEȻSESELEL,W̱ÁN—RememberingthesoundofthelanguagewithŦḴOȽEĆTEN’selders
Fromtimetotime,likemanyofourelders,ŦḴOȽEĆTEN[IvanMorris]wouldsharestoriesfrom
hischildhood.Onmorethanoneoccasionherecalledsittingatthebeachamonghiselders.
Theywouldsitaroundafiretalking,joking,andtellingstories.ŦḴOȽEĆTENwouldsay,
Itwassonicetoheartheminthewaythattheyspoke.SuchclearSENĆOŦEN.Theywouldallsitaroundthefireanddrinkteaandsmokecigaretteswhichtheywouldrollfromatobaccotinthatsatinthemiddleofthem.Theylaughedsohard.Andthestoriesthattheytold,suchgreatstories.Itreallyfeltgoodtobesittingtherewithmyeldersandtohavesuch
31
ÍYŚW̱,ḰÁLEȻEN[goodfeelings].IwouldhearthemlaughingandjokingfromafarandIwouldbedrawntothesoundofthemspeakingsuchbeautifulSENĆOŦEN.
ItwasamemorythathespokeofsofondlythatIwouldimagineeverythingvividlyashe
recalledsomeofthoseelders;theyincludedmyJOMEḰ[greatgrandfather],IsaacBartleman,
TommyPaul,PeterHenryandhisfatherGusMorris,amongothers.WhenIthinkofwhatIhope
forSENĆOŦEN,itisthatwereturnourlanguagetothesekindsofsettings,whereSENĆOŦEN
canbeheardfromnearandfar,andwherewecanbeineachother’scompany
(ÍYŚW̱,ḰÁLEȻEN).
HÁ,EQȻSUNIȽÍYŚX̱ENÁṈs—Rememberingagoodway
AnothermemorythatŦḴOȽEĆTENsharedwithusthatmademefeelproudfollowshere:
Irememberbeingdownatthebeachonceasachildandseeingayoungmancomeashoreonhiscanoe.YoucouldseethathiscanoewasfilledwithṈENS,ḴEĆE[alotofcatches],justabunchofsalmon.Afterhedraggedhiscanoeashoreheturnedaroundandwentforaswim.Whileheswam,ourelderssittingonthebeachwentandhelpedthemselvestowhattheyneededfromhiscanoe,onebyone,eachofthemtakingsalmon.Aftertheyhadalltakensomesalmontheyoungmanreturnedtotheshore,gotonhiscanoeandpaddledaway.IaskedMotherwhothatwasandshesaiditwasDavidElliott.IalwaysrememberedthattobeagoodW̱SÁNEĆway.
QEN,SOTSW̱ENŚW̱,EWESI,NEĆEṈ,TEṈTŦUNIȽI,TOTELNEW̱s—BecarefulnottolaughatotherswhentheyarelearningSENĆOŦEN:Theissueofmindingtheself-confidenceofournewlearners
ŦḴOȽEĆTENalwayscautionedustotakecarewhileaswelearnSENĆOŦEN.Hewouldsay,“be
carefulnottolaughatotherswhentheyarelearningSENĆOŦEN.”Thenhewouldrecallatime
whenhefeltbelittled—whichdiscouragedhimforatimetospeakSENĆOŦEN.Herecalledthat,
asaboyofthirteenyearsorso,hewasheadingupthehilltothenearbystrawberrypatchto
picksomestrawberries.Ashemadehiswayupthehill,oneofhiseldersshoutedfromthe
32
windowofherhome,“I,TX̱INSW̱OĆE?[whereareyougoing?].”Towhichhereplied,“YÁ,SEN
ŦOṈNESU,ȽEMȾELLO,EȻs…strawberries[(Iamheadingupthehilltopicksome
strawberries].Hedecidedinthemomenttosubstitutethewordforstrawberrieswiththe
Englishwordbecauseheforgotthenameforstrawberries(DILEḰ).Aftertellingmethis,he
said,“SUJÁNU,NEĆEṈ[thenshereallylaughed].And,Ireallyfeltembarrassed.”Heexplained
tousthathemanagedtocarrythatembarrassmentwithhimforsometimeafterandwasself-
consciousaboutspeakingthelanguage.Heaskedustobeconsiderateofeachotherinthat
regard,tobemindfulofhowself-consciouslearnerscanbe.Hinton(2002)notesthat,unlike
smallchildren,“asolderchildren,oradultswe…getself-consciousandfearfulaboutmaking
errors…wefearmistakesandmakeallkindsofeffortstoavoidthem”(p.8).Wehavesince
maintainedamindfulnessofournewlearners,evengivingacommunity-basedeveningclassan
esteemedname,ȻENSISTOLW̱HÁLE[joinourhandstogether],whichreferstothehelpwe
receive,eitherbywayofahandshakeorakindgesture,toguideeachotheralong.
STÁṈYEW̱ȻE,ĆÁ,ŚW̱,ÍYsHOȻsEWESI,ḰÁL,TW̱ETŦESḰÁL?—Whatelseislanguagegoodforifnotspoken?
W̱IJELEḴonceaskedus,“Whatelseislanguagegoodforifnotspoken?”Heaskedus,nudging
ustospeak,tryingtoturnusawayfromthefearthatwemighthaveofbeingwrong,making
mistakes—alltheissuesthatanearlylearnerfaces.Ihavesinceadvocatedforspeakingin
SENĆOŦEN,ratherthanmerely“learning”it.Ifalanguageisnotusedinconversationthenitis
onlyasubjectofconversationinthecolonizer’slanguage,e.g.,atopicofdiscussioninEnglish.I
readandwritethelanguageoften,butspeakingthelanguageisthestandardbywhichto
measurelanguagerevitalization.Otherwise,itisjustatopicofconversation.Butifwecan
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discussSENĆOŦENinSENĆOŦENthenwhynot?Inwhatwaydowefurtherlanguage
revitalizationifwedonotspeakthelanguage?
TheFirstPeople’sCulturalCouncil(2014)characterizesourlanguageas“critically
endangered”(p.14),meaningthatitneedstobespokentolive.Imyselfhearitandspeakit,
makingmyselfapartofitscurrent,itslife,itsbreath.Wherethereisabreakinacircuit,thereis
nocurrent.IbelievethattheactofspeakingSENĆOŦENisthelifebreathofSENĆOŦEN.Whenit
isnotspoken,itwanes,itfadestowarditsdeath.JohnSullivan(2011),co-founderofthe
ZacatecasInstituteforTeachingandResearchinEthnology(IDIEZ)inMexico,speaksaboutthe
importanceofcreatingamono-lingualspacewherelanguagecanbeallowedtoflourishinits
naturalstate,aplacewithoutlanguagedisruptionwherethelanguageisspokenexclusively.He
stressesthatthereisadesperateneedformono-lingualspacesinorderforanIndigenous
languagetosurvive.ReferringtotheIndigenousMexicanlanguageofNahautl,hesays“every
minutewespentspeakingtooneanotherinSpanishwasaminutewewerecontributingtothe
extinctionofNahuatl”(p.142).
In2015,whilelisteningtoapaneloftheKaHakaʻUlaoKeʻelikōlaniCollegeofHawaiian
LanguageFacultyatUniversityofHawaiiatHilo,IheardDr.GlennKalenaSilvasummarizetheir
attitudetowardsandphilosophyoflanguagerevitalization:“It’slanguage,ordeath.Youeither
dowhatneedstobedoneandjustspeak,orletitperish”(Silva,2015).
IftheSENĆOŦENlanguageisnotbeingspokenthereisnoSENĆOŦEN.
QOM,QOMȻSUNIȽMEQELLO—Strengthfromhumilityandpatience
Humilityandpatienceareimportantcharacteristicsofgreatvalueforthoselearning
SENĆOŦEN.Irecognizedthehumilityofmyelderswhocarriedwiththemlifetimesoftraditional
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teachingsandlanguage.AlthoughspeakingSENĆOŦENwassecondnaturetomyelders,hence
theirstandingasL1speakers,translatingwhatwassaid(andwhatwasmeant)wassometimesa
challenge,onethatonlyin-depthconversationswouldresolve,asmeaningsofthewordswere
clarified.Thehumilityoftheseeldershighlightedtheirwisdom;theywouldoftensay,“I’mnot
toogoodatSENĆOŦEN”evenastheydelvedintoconversationswitheaseastheyworkedto
unravelthemeaningofsomeofthemostcomplexwords,wordsthatIeventuallymanagedto
understandthroughtheirdiscussion.Theirhumilityandtheirpatiencewithourlearningalways
madeiteasytoadmireandrespectthem,anditwasatthosetimeswhenIfoundmyself
reflectingonthenecessityofhumilityandpatience:ȻNEsI,ĆÁU,TW̱EȻSÁ,ENEṈŚX̱ENÁṈs
[whatIadmiredabouttheirways].
Theseeldersalwaysprovidedagentlepaceforourlearning.Therewasnorushing,but
weneverstrayedfromourjobforverylong;ifwedid,asitwasalwaysimportanttocontinue
working.ThereweretimeswhenIfoundmyselfwantingtomoveaheadabitfasteraswe
woulddiscusspartsoflanguagethat“Ialreadyknew,”onlytofindthatthepointofthe
discussionwasalwaysmoreimportantthanIimaginedorwasimmediatelyabletounderstand.
Ineverspokeoutinthesemoments,butIwasabletosensethesame“shiftiness”aroundthe
tablethatIwasfeeling,arestlessnessthatyoumightseeinourLENOṈETSCUL,ÁUTW̱
students.Mindyou,nooneeverstoodupandstartedjumpingaroundoryelling.
Astimepassed,andmyappreciationforthevalueofwhatourelderscarriedwiththem
grewgreater,Ilearnedtogivethemthebenefitofthedoubtandanticipatetheirmeaning,the
greatersignificanceofwhattheyweresaying.Often,thesemeaningswouldnotbecomeclear
untillater.Oureldersalwayssay,“QOM,QOM,TTŦENŚW̱,ḰÁLEȻEN[Strengthenyour
35
mind/feelings]”;ourwordformindisthesameasthewordweuseforfeeling,forinner
dialogue,orforourpersonalfeelings.Forexample,everynowandthenW̱IJELEḴwouldchecka
wordwithus;atonepointheasked,“Doyouguysknowthatword,‘ŚW̱,ḰÁLEȻEN?’”Iasked,
“It’syourfeelingsisn’tit?”Heagreed,butelaboratedinamannerthatIoftenliketoshare:he
pattedhishandoverhisheartandsaid,“It’syourmind.”Initially,Ithoughthemadeamistake
bypattinghisheartinsteadoftappinghishead.Intime,giventhatrepetitionisitselfa
corner-stoneofthewayweteachourculturalknowledge,IwouldhearmanyofmyW̱SÁNEĆ
peoplesay,“justspeakfromtheheartwhenyouspeak.”Tospeakwithoutreferringtofeelingis
tospeakinauthenticallyordishonestly.Subsequently,onhearingoneofmyrelativestellmeto
speakfromtheheartaftertellinghimthatIfeltnervousaboutspeakingonaparticular
occasion,IrememberedW̱IJELEḴ’sgestureofpattinghisheart:NES,TW̱ETELŦINȻO[thusI
understood]ourwordŚW̱,ḰÁLEȻEN.
ṮELEȻÁNEṈTW̱SW̱OL—Confidenceandthepowerofencouragement:Justletyourselfsearchyourmind
PatriciaRosborough(2012)emphasizestheimportanceofencouragementasshetalksabout
herexperienceoflearningKwak’wala:“Literaturefromthefieldoflanguagerevitalization,the
peopleIinterviewed,andmypersonalexperiencepointtotheneedforencouragement”(p.
233).
Rosborough(2012)goesontotalkaboutoneparticularpointintimeinthecourseof
herlearningKwak’walawhenshehadbeenconsumedbynumerousnegativeemotions,which
gavehertheabilitytoobserveforherselftheimportanceof“affect”inlearningasecond
language.Earlyon,asIwaslearningourlanguagewithW̱IJELEḴthroughtheMentor
36
ApprenticeshipProgram,Igainedtheconfidencenecessaryto“putmyselfout-there”andallow
myselftospeakmoreopenly.Itisfunnytothinkofitnow,butmyconfidencewaspromptedby
W̱IJELEḴhavingagoodlaughatwhathedescribedasour“graspingatstraws”tocomprehend
whatwasbeingsaidtouswhenhewasdirectingustoorganizeteaandsnacksinSENĆOŦEN.
Hecouldhavebeenfrustrated,buthejustlaughed.Iwaseagerandtensemanytimesover
leadingtothatparticularmoment,oftenafraidofmakingmistakesandhavingtopushpastmy
fearstokeepgoing.Oftenmyfacewassoflushedthatmyheadcouldhavepoppedlikea
balloon.Ihadafeelingofreliefashelaughed,realizingthatIwasinthegoodcompanyofmy
familyandthatIwasnotbeingjudged.AlthoughIwouldratherbecorrectintheuseofmy
languageandmyknowledge,Ilearnedtoembracemymistakes,orrather,Ilearnedtonotbe
soafraidtomakethem.Inthisway,thecourseofmylearningwasrefashionedasIbeganto
testdifferentwaysofconstructingphraseswhenspeakingwithourelders.Iwasnolongeras
afraidtobecorrectedasIhadoncebeen.
Swainetal.(2011)remindsusthatitisoftenthecasewithlearninglanguagethrougha
processofimmersion,thatweplateaubutthatwealsoeventually“scaffold”,ormoveupthe
laddertothenextlevel(p.26).Wavesofemotionmightoverwhelmus,andtheplateauwe’ve
alreadyreachedmightpromptustoquestionourabilityandourconvictionthatwecouldgo
forwardandupward.
IrememberatimewhenweweresittingaroundW̱IJELEḴ’sdiningroomtable,
conversinginSENĆOŦEN.Aftersomanytimesofrepeatingactionsandwords,onlytoforget
themagain—evenwhenwehadjustrepeatedthem—W̱IJELEḴsaid,“ṮELEȻÁNEṈTW̱SW̱OL
[Justletyourselfsearchyourmind].”HethenswitchedtoEnglishandsaid,“Youknow,
37
sometimesallyouhavetodoisencouragesomeoneinwhattheyaredoingandthey’llfindthey
alreadyhavetheanswers.”Icontemplatedthosewordsforquitesometimeandeventually
cametorealizethathehadeffectivelyencouragedustobelievethatwecoulddowhatitwas
thatweweretryingtodo:tolearntospeakSENĆOŦEN.
Recently,IrememberedsomethingelsethatW̱IJELEḴsaidtomeonafewoccasions:
“It’sgoingtobeyouwhosavesthelanguage.”ThefirsttimehesaidthattomeIactuallyfelt
myselfblushandIthought,“Nottooloud”;Ifeltagreatweightbeingplacedonmyshoulders
while,atthesametime,keepingperfectlystillandquietsoasnottosuggestanyconceitonmy
part.ThesecondtimehesaidthattomeIstillblushed,butInoddedmyheadinagreement,
offeringrespectandgratitudeforhiskindness,andacceptinghiswordswithabitmore
comfort.Whenhesaidthistomeagain,Iacknowledgedhiswords,replyingquietly,“HÁÁ.EWE
SENSEENEW̱[Yes,Iwillnotstop].”I,EUQȻNEsENEW̱TŦU,STÁṈOL[AndIhavenotstopped
foranything].
InthenextsectionIwilldiscussthewaysinwhichIhavetakenresponsibilityformy
learning.IwillbelookingatthevariousthingsthatIhavedoneonmyown,andthethingsthatI
havedoneincollaborationandcommunicationwithothers.ThewaysinwhichIhavetaken
responsibilityincludeactivitiesandmethods,butalsoprinciplesandvalueswhichhaveguided
me.
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Chapter3:HI,ḴETȽTETŦESNEW̱EȽSUYÁ,DÁȻEL—Welaunchthecanoetogoacrosstotheotherside
I,ÁMEḴ,SITSENȻENEĆ,NEPENEḴNESUYÁ,DÁȻEL,IST.I,TUEÍYTŦESȻÁĆEL[IambringingtheteachingsthatIreceivedtotheothersideforthem.Andthedayisstillgood].
ŚX̱ENÁṈsȻNEsI,TOTLENEW̱—ThewaysthatIhavelearnedSENĆOŦEN
TherearemanywaysthatIhavecometolearnSENĆOŦEN.Icannotsaythatthereisone
definitiveway,rather,Iencouragemanydifferentways.Havingsaidthat,determinationisa
qualitythatIbelievetobeabsolutelyvitaltomylearningandspeakingSENĆOŦEN.Mindyou,I
amdeterminedbecauseIaminterested.Ihaverealizedthatinterestanddetermination
complementeachotherwell,somewhatlikeagoodconductorisnecessaryforthetransmission
ofanelectricalcurrent.Interestanddeterminationhave,together,providedthemaincatalyst
formylanguageacquisition—amongthemanysourcesfromwhichIhavedrawntosupportmy
acquisition.
HaleandHinton(2001)emphasizethat“successfullanguagerevitalizationprograms
haveanumberofkeycharacteristics,amongthempersistence,sustainability,andhonestywith
oneself”(p.16).Similarly,Krashen(1982)identifiesthe“affectivefilter,”whichdeterminesthat
agoodlearnerhasself-confidence,motivationandlowanxiety(onthepremisethathigher
levelsofanxietydeter,orpreventeffectivelearning.
InthefollowingpassagesIwilldescribethewaysthatIhavelearnedSENĆOŦEN.
STOȽESSENȻETŦESȻÁ,ȽTESXÁLEȽ—Ireadwhatwehavewritten
IreadSENĆOŦENoften.IreadfromtheliststhatwerecompiledbymylateSILELE,notesthatI
havetakenfromeveningclassesandmeetingswiththeelders,publishedbooks,databasesthat
39
havebeencreatedwithourelders,aswellasdraftversionsofoursoon-to-appeardictionary
developedbyTimothyMontler(1991),linguistandfriendtoourSENĆOŦENteam;Timothyhas
workedwithanumberofL1SENĆOŦENelderssincethesummerof1980throughtotoday.I
readanythingandeverythingthatIcangetmyhandson.Iappreciateourorthography.I
appreciatethatitwascreatedbymylateSILELE,andthatitwascreatedbyoneofourL1
speakers.IlookatthestoriesandanalyzethemforallthatIcangetfromthem.IfIcannotget
pastaphrasethatIdonotunderstand,thenIgethunguponit.Iworkonthatphraseuntilitis
understood.IhavemadeerrorstimeandtimeagainasIworktocomprehend—realizingthatit
isokayifIdonotunderstand,withoutbecomingcomplacentaboutnotbeingableto
understand.Ihaverealizedthat,asIcontinuemysearchforunderstanding,Iwillinvariablyfind
themeaningofaphraseorword.
Asalearner,Idonotdiscountreading,especiallygiventhatourorthographywas
developedbymySILELE.Wecarrywithus,afterall,thebeliefthattheorthographywasagift
toourpeople.Somemembersofourextendedlanguagerevitalizationcommunitysaythat,in
learningalanguage,somuchemphasisshouldnotbeplacedontheorthography,particularlyin
theearlystagesoflearningasecondlanguage(L2).Similarly,Greymorning(2016),andHinton
(2001,2002)alsoemphasizethenecessitytodeveloptheorallanguageattheoutset.However,
Ibelieve—alongwithotherscholarswhohavestudiedtheprocessesbywhichasecond
languageislearned—thatalegibleandcomprehensibleinput-basedapproach(suchasthat
whichcomeswithreadingandwritingforpleasure)willhavesignificantbenefittodeveloping
proficiencyonceabasicmasteryofourorthographyisachieved(Krashen,1981,p.102;Krashen,
1982,p.22,p.164;Piske&Young-Scholten,2009,p.81)
40
Creatingaspeakingenvironmentisundoubtedlyimportant—asabottomline—if
languagerevitalizationistoachieveasecurelysocializedlanguage.Nonetheless,ourSENĆOŦEN
orthographyisagreattool,availabletobeusedtoitsgreatestpotential,suchasallowingthe
creationofacademicandliterarywritingsinourownright.WhenIfeeldoubt,Iamreassured
whenIlooktothesuccessesexperiencedbytheHawaiianlanguagerevitalizationefforts.Here,
orthographyisanimportanthallmarkinthedevelopmentoflanguageresourcesusedto
revitalizetheHawaiianlanguage.Amongotherthings,ithasallowedanIndigenouslanguageto
haveasignificantpresenceinboththemainstreamacademicmilieuaswellasthemedia.
WilsonandKamanapointoutthat,“academicknowledgeisseenasanimportanttoolin
strengtheningthemauliandprovidingnewdomainsinwhichitcanflourish”(Hale&Hinton,
2001,p.150).
SDIWIEȽ:NIȽNESȻÁ,NES,ḰEL,NEȻELEṮXÁLSI,ȻSEMEQSTÁṈ—Prayer:Thisismycommunionwiththesacredcreatorandallthings
Oneofthewaystocontinuelearningalanguageisthroughourculturalpractices,themost
notableofwhichisinprayer:DIWIEȽ.6Oureldersagreethatweshould“notforgetaboutit.”
Whenwewereallsimplyapprentices,SȾÁSENTŦESENĆOŦEN,focusedonlearningSENĆOŦEN,
wealwaysbeganourdaywithprayer;everyapprenticewouldgetaturntoleadtheprayer.
Everynowandthenourelderswouldopenthesessionforuswithaprayer,andwewouldtake
noteofsomeofthekeytermsthattheywoulduse.Ibegantonoticeacertainrichnessinthe
waythisoneformofspeechvaried,andthewaythatdifferentsubjectswereaddressed.My
6AlthoughitisgenerallyagreedthatDIWIEȽtranslatesasprayer,contextcanshiftthemeaningsothatitisnoteasilytranslatabletoEnglish.
41
SÁĆSSTOLȻEȽeventuallyrecommendedthatIuseprayertolearn—asignificantideathatI
haveincorporateditintomy“process”oflearningSENĆOŦEN.
OurcohortintheSȾÁSENTŦESENĆOŦENhasbeenveryprivilegedtobeabletolearn
manyculturalpracticesandteachings—notleastthattherearemanywaystopray,beit
throughsong,ceremony,ordirectcommunion.Ourcommunionisnotnecessarilywith“god,”
orthe“creator,”butitcanbewithanimals,plants,oreveninanimateforms,events,or,
basically,withanyphenomenon.Whenoneconsidersthepresenceofsuchadiverserangeof
thingstocommunewith,thereisnoshortageofopportunitytopracticespeaking.OnceIcame
toappreciatethatIcouldcommunewithanything,Ifeltasenseofliberation.
ToprovideabettersenseofwhatImeanhere,IwillspeaktosomeofthewaysthatI
eitherlearnedorpracticedspeakingSENĆOŦENonmyown.Someofthethingsthatwe
traditionallyaddresshaveprayernames,allowingustocommunewithdirectly—forexample,
themorningspirit,ordaybreak,bothofwhichtheW̱SÁNEĆpeopleconsidertobesacred.We
believethemorningspirittobethekeeperofday,andthatitisofthesebeingsthatweaskfor
thingsthroughoutthecourseofourday.Plantsandanimalsalsohaveprayernamesthatwe
usetocommunedirectlywiththem,forexample,whenhunting,fishing,gatheringor
harvestingmedicinesandfoods.Weaskthemfortheirhelp,thankthem,andletthemknowof
ourintentions,orweacknowledgetheirrelationshipwithusandtheirgiftstous.Thesewaysof
speakingtosacredbeingsarenotexclusivelyrelegatedtoprayer:asoureldershaveoftentold
us,thereisnotonesinglewaytopray,therecanbeaprayerineverything.Ihavehadthe
privilegeofnoticingthiswhenevertheyoffereduptheirownprayers.
42
AnexampleofthiscanbefoundinaconversationIhadwithmySÁĆSaboutmy
ŚDEMȻES[car].Hedirectedmetobesuretoacknowledgeevenmycarbecauseitisavessel
thatcarriesone’slife—thatitwillcareforyouifyoucareforit.Ourbeliefisthatallthingslike
tobeacknowledged,andthatthereisasacrednessindoingso.Andso,Ihaveadoptedthis
practice,integratingitwithmymanyroutines.InowrefertomyŚDEMȻESasmy₭E,₭OUEŚEN
[companion/travellingbuddy]justasmySÁĆSdidwhenreferringtohisowncar.“ISTÁ,YÁSCUL
₭E,₭OUEŚEN[Let’sgotoschool]”IsaytomycarasIpatthedashboard,or“YÁ,ȽTEȻENET
TŦEḴESELIN[We’regoingtograbsomegasoline].”
Despitetheextravagantgoings-onofcontemporarysociety,whichcaninterferewith
thisframeofthoughtfromtimetotime,Imakesuretoreturntoacknowledgingandendearing
tomeallmannersofthingsthatmayotherwisebeoverlookedortakenforgranted.
NESĆȺȻNEsÍY,SOTTW̱NES,TEL,ŦINI,W̱TÁLḴEN—Someexercisesthathavehelpedmedevelopcomprehensionandspeechresponsetime
In2007,whenIwasattendingeveningclassesforSENĆOŦENattheSaanichAdultEducation
Centre,we—thatis,communitymembers,someofwhomwouldlaterbecomeSȾÁSENTŦE
SENĆOŦENandLENOṈETSCUL,ÁUTW̱staff—wouldbegineachclasswithacountingexercise,
countingfromonetoonehundred,partoftheself-talktowhichSwainetal.(2011)refer.The
purposeofthisexercisewastomediatethedevelopmentofthevariouscomplexsoundsthat
SENĆOŦENcomprises.Thephrasethataroseinthisprocess,whichbestsumsupthepurposeof
thecountingexercisewithitsbuilt-inpronunciationchallengesforabeginninglearneris
“QOM,QEMTTŦENSENĆOŦENŦOŦEN[StrengthenyourSENĆOŦENtongue]”7ThisSENĆOŦEN
7ThisarosefrommymotherȻOSINIYE,duringSENĆOŦENeveningclassesin2007.
43
phraseisagoodexampleofwhatSwainetal.(2011)identifyas“otherregulation”(p.34).It
becameamotto,standingforatactictopromotebothlearningtheSENĆOŦENenunciationas
wellaslanguageself-improvementingeneral.AsIconsideredmyownlackoffluencyinlightof
howappealingthesoundofthefluentspokenlanguageis,Iwascompelledtopushmyselfto
learnfaster,tostrengthenmySENĆOŦENŦOŦENthroughthecountingexercise—to“self-
regulate”inthewaySwainetal.(2011)describeit(p.34).Thereafter,Icountedtomyselfwhile
inthecar,toandfromclassesatCamosunCollegeandthenlatertheUniversityofVictoria.
Duringthistime,drivingandcounting,twothingsoccurredtome:responsetimeand
numericalorder.Whenspeakingtoourelders,IoftenfoundthatIneededtoincreasemy
responsetime.Mypausesbetweenwordsandphraseswereperhapslongerthananyonewas
comfortablewithastheywaitedwhileIconsideredtheirquestionsormyresponses.More
oftenthannot,afteralongpause,ourelderswouldjustrepeatwhattheysaidin
W̱ENITEM,ḴEN[English].Iknowthatincreasingmyresponsetimewasessential,anditdawned
onmethatonewayofdevelopingafasterresponsetimecouldbebyusingastandarddeckof
playingcards.ThisideacamefromcomputergamesthatIusedtoplaywhichweregeared
towardchallengingresponsetimes,memory,andhand-eyeco-ordination.
ThefirstthingIdidwiththecardswastoshufflethem,thengothroughthedeck
identifyingeachcard(eitherbynumber,facecard,suit,oralloftheabove)untilthedeckwas
usedup,andthenIwouldrepeattheprocess.Afterexcellingatsingledenominations,Imoved
ontotensandsoon.ThesedaysIusethecardstomemorizethenumerousdifferentwaysthat
numbersareusedinlanguage.Forexample,thereisanumericalformformostnounsinthe
SENĆOŦENlanguage,suchasNEȾE[one],NEȾÁW̱[once],NEȾ,OMET[oneunit],NEȾ,NEȾE[one
44
atatime],NEȾÁUTW̱,MEW̱[onevillage],andsoon.Alotoflanguagecanbelearnedby
alternatingthenumberformswithsuchsuffixesastheabove,orothermorphologicalinfix
changes(e.g.NOȾE[oneperson],NE,NOUEȾE[theonlyone]).Thisexampleprovidessome
insightintosomeofthecomplexitiesoftheSENĆOŦENlanguagewheretherootwordsform
thebasisofnumerousotherwords.
OnceIgotthehangofanumberwithouthavingtorefertoawrittensource,thenext
thingItriedtoimproveonwasmyresponsetime.Ididthisbysettingatimer,trackingthetime
ittakestogothroughthedeck,andtryingtobeatthattime.Eventually,Ishiftedmyemphasis
onincreasingmyresponsetimeinordertobettersustainconversationswithourL1speakers.It
wasimportant,then,todeveloptheabilitytobetterhearlanguage.Wherelearningtoname
thecardsquicklyhelpedmedevelopabetterverbalresponsetime,Iwonderedhowabetter
audioresponsemightbedeveloped.Ifiguredthattheremustbeawaythathearing(or
grasping)thelanguagemorequicklyasitwasbeingspokencouldbedevelopedinasimilar
fashionusingthecards.Theactivitythatcametomindwastopartnerwithsomeoneelsefor
thesameexercise,butactingasalistenerinstead,andwritingthenumbersdownastheother
participantwasspeakingwhileworkingwiththedeckofcards.
IntheabsenceofhavingSENĆOŦENspeakersnearbytohelpus,itbecomesourdutyas
languagerevivaliststotakethetimetolearnonourown.Becausewedonothavetheluxuryof
havingmanySENĆOŦENspeakers,wemustsimplybecomeresponsibleforthebettermentof
ourselves,perhapslikeprofessionalathletes:perfectingourfundamentalsandtargetskillsin
preparationforthebiggame,whichisÍYOLS,ḰEL,NEUEL[agoodconversation].
45
HE,HOISENOLȻNEsŚDEMȻES,OȽNESULELÁNEṈI,ḰÁL,ḰÁLSET—Iamdrivinginmycaralone,listeningandspeakingtomyself
Drivingaloneinmycarbecameagoodplacetopushmyselftobettermypronunciationand
comprehension—itbecameagreatwaytoenactwhatSwainetal.(2011)identifyas“object
regulation”and“self-regulation”(p.38).Inotherwords,Ihadameansoflanguage
self-improvementasIroutinelydrovetoandfrommydestinations(suchastheUniversity);the
timeinthecarallowedmetobeself-directed,andtheenclosedspacewaswell-suitedto
speakingprivately.HaleandHinton(2001)refertothiskindofanarrangementasactive
learning(p.220),whichIunderstandastakingaleadershiproleinmyownlearning(Hinton
2002,p.18).
ThesolitudeofdrivingallowedmethefreedomtopracticespeakingSENĆOŦENinan
“unhinged”way.Igotsatisfactionfromdoingsomethingthatoccupiedthetimethatittookto
gettomydestination,aswellashavingapurposeandsenseofaccomplishment.Duringthese
times,IbegantodevelopwhatSwainetal.(2011)refertoasa“highermentalprocess”(p.37);
Irealized,duringoneofmydrivestotheuniversity,thatdevelopingaquickerresponsetime
canbeimportanttocommunication.Thesolitarydriveswereidealforthetediousnessof
practicebecauseIcouldcountcontinuouslywithoutinterruption.Earlyon,asinglecountto
onehundredwouldtakeuptheentiretriptotheuniversity,whichtookanywherefromfifteen
minutestohalfanhour.Ibegantowonderabouttime,specifically,whetherIcouldcountout
onehundredsecondsinSENĆOŦENinonehundredseconds.Ipracticedthenumbersdiligently
andbegantoprogress.Whereithadinitiallytakenmetwentytothirtyminutestocounttoa
hundred,Iwaseventuallyabletocounttoonehundredseveraltimeswhiledriving;and,at
somepointIwasnolongerabletokeeptrackofthenumberoftimesthatIcouldcounttoone
46
hundredduringadrive.Meanwhile,Idoubtthatanyonewouldbeablecounttoonehundredin
onehundredsecondsbecausetheSENĆOŦENnumbersgettobeamouthfulafterthenumber
ten—Letthisstandasachallenge!
Ithendecidedthatitwastimetomoveontoanotherformoflanguagepractice.Atthis
time,anumberofaudiorecordingshadbeenproducedbyourlanguageteachers.These
focusedonvocabularythathadtodowithtellingtime,kinshipterms,andcommonphrases.I
practicedwiththeseuntiladditionalrecordingsofstoriesbecameavailable,storiestoldentirely
inSENĆOŦENbysomeofourL1elders.DespitemyhavinglittlecomprehensionofwhatIheard,
Iwouldnonethelesstrytoimitatetheirwords.IfIwasunabletoexactlyimitatewhattheywere
saying,IwouldsimplymimicwhatIthoughtthesoundswere,approximatingtheintonationand
rhythm.Ifoundmyselfsayingwordsrandomly,essentiallybabblingtheintonationsand
rhythmsthatIrecognized.
Engaginginthisformofmimicryhasgivenmeadifferentsenseofthegrammatical
structureofSENĆOŦEN—throughasenseofvariationinrhythmandsound.Byswitchingback
andforthbetweennonsensicalbanteringandcarefulattentiontothegrammaticalstructure,I
eventuallybegantoformphrasesthatwereinspiredbythesoundofthoserhythmsand
intonations.IalsousedphrasesthatIwasalreadyfamiliarwith,andIappliedtherhythmsand
intonationstothese.Ieventuallybeganstringingtogethermyownsentencesandphrases,and
Ibecameabletodeterminethegrammaticalnuancesonthebasisofageneralorderthatthe
rhythmofthelanguageseemedtosetout.Thisphaseinmylanguagelearningwas,intheterms
setoutbySwainetal.(2011)my“micro-genesis”(p.34).IsawthisasaprocesswhereI
unravelledtruthsaboutthelanguage—somewhatliketeachingmyselftoplaythepianopurely
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becauseIlikedasong.Iwasseeing,inmyownway,whattheeldersoftenspokeofwhen
talkingaboutthelanguage,namelythat,speakingSENĆOŦENfeltlikesinging:Iwasbeginning
tohearthesongofspokenSENĆOŦEN.
IfinddrivingtobeagreatopportunitytopracticeSENĆOŦENwiththehelpofthose
recordings.Thelanguageproficiencysoapparentinthestoriesoftenstillexceedsmyown,yetI
continuetolistenandmimicthewaytheyspeak,fumblingwiththewordsuntilIeventually
makesenseofthem.IhavegainedmanyinsightsaboutthestructureofSENĆOŦENthroughthis
come-by-chancemethodandIhavealsogainedtheconfidencetoexperimentwiththe
language.However,Ialsoseethepossibilityofadead-endwiththissolitarymethod;Ifind
thereisatheneedtoapplyittoconversation,andperhapstoapplyourorthographytotest
andconfirmofmytheoriesandperceptions.
ȻEMLEW̱sTŦESḰÁLI,U,ŚW̱,HÍsȻSUNIȽSȻÁsEṮSENĆOŦENNES,QEN,NEW̱—SENĆOŦENrootwordsandsuffixesthatIhavenoticed
DuringoneofoursessionswithW̱IJELEḴ,wesatatthediningroomtableofhishome,likeso
manytimesbefore,askinghimaboutwordsforthisandthat,towhichhewouldobligingly
respond.Aftermanytimesofusaskingandhisanswering,perhapsnoticingthatwedidnot
reallycomprehendSENĆOŦENgrammarandwordstructure,hetoldusthatweshould
familiarizeourselveswithrootwords.Headdedthat,ifweknewtherootwords,wewould
“haveitmade”withthelanguage,andwewouldthenbasicallybeabletosayanythingwe
wantedshouldweputourmindstoit.Iwasonlypartiallyresponsivetohisproposal;infact,I
wasalittledismissiveofitbecauseIwasfixatedonmyown(narrower)methodsatthattime.I
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eventuallycametounderstandthesignificanceofrootwordswhenIfinallysawwhataroot
wordlookedlikeinSENĆOŦEN:Thiswasanotherrevelationtome.
Afterthis,Ihadarenewedinterestinthewordliststhathadbeencompiledfor
SENĆOŦENovertime.IthoughtofmanyoftheliststhatmySILELEdevelopedwhichshowed
howanumberofwordsstemmedfromthesamerootword.Ihadneverformallystudied
linguistics,butIfoundmyselfinterestedinSENĆOŦEN’smorphologybeforeIknewwhat
morphologywas.Ifoundmyselfbeginningtoexploretheextentofthewordsthatwere
availableonthewordlists.ThewordliststhatmySILELEdevelopedprovedtobeagreatplace
tostartbecausetheydo—withoutanyformalanalysisofwordstructure—inherentlyconsider
themorphologyofSENĆOŦEN.AsIreadwordlistafterwordlist,Ibegantoseewordformsthat
Ialreadyknewbyspeakingandwritingthem,butthistimeIfoundmyselfthinkingabout“how”
itisthattheymeanwhattheymean.Itwasatthispointthatperhapsthemostcrucialquestion
emergedwithrespecttothewayIwaslearningSENĆOŦEN,andhowIshouldproceed:Howdo
wordsmeanwhattheymeaninSENĆOŦEN—inthecontextofSENĆOŦENculture?AsI
consideredthisquestion,IrealizedthatIneededtobeabletothinkofaboutthelanguagein
suchawayastobeemptyofW̱ENITEM,ḴEN[English]:ThegoalistothinkofSENĆOŦENin
SENĆOŦEN.
Asaresultofmyexplorationofrootwords,Ihavedevelopedamoreacutesenseof
hearingandcomprehendingSENĆOŦEN.AsIhavecometounderstandmanyrootsandhow
theyinformotherwords,Ihavebeenabletorecognizewordsandmeaningsmorequicklyjust
bylisteningandhearingtheindividualpartsofaword.Intheabsenceofbeingabletohearthe
rootoftheword,Iwouldmerelybewritingthewordsouttoprovidemyselfwithavisualto
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whichIcouldthenrefer.ThisiswheretheSENĆOŦENorthographyisagodsend—becauseithas
providedmewiththemeansbywhichIcanphysicallymanipulate(orbreakdown)awordifI
amunabletounderstanditinanyotherway,bysound,insocialcontext,orconceptually.
GiventheresourceoftheSENĆOŦENorthography,andworkingouthowtophysically
manipulateaword,Ihavelearnedtoreframemythinkingintermsofisolating“root”from
“suffix”.Thisallowsmetohearaword—hearboththerootandthesuffix—fromwhichIcan
workoutthemeaningsinSENĆOŦEN.Irememberthat,atsomepoint,Itoldoneofmyrelatives
(whocurrentlystudiesinourW̱SENĆOŦEN,ISTProgram)aboutrootwordsandsuffixwords.I
foundmyselfexplaininghowtointerchangethemusingthefollowingexample:Iusedtheroot
QEN-[see,look],andthecorrespondingsuffix-ETEṈ[did,causedto,didto],whichformsthe
wordQENETEṈ[lookedat].Ithenintroducedseveralofthecorrespondingsuffixesona
languagewheel,pivotingthenextsuffixonthewheeltoalignwiththestationaryroot,QENSET
[takecare,watchovertheself],thenpivoteditthewheelagaintoformQENOṈE[toseeyou].
Justbeforethisdemonstrationmyformyrelative,aroundthetimethatIwas
apprenticingwithW̱IJELEḴinMAP,myinterestinSENĆOŦENrootwords—prefixes,suffixesand
SENĆOŦENmorphologyingeneral—wasintensifiedbythePBSNOVAdocumentaryCrackingthe
MayaCode(2008)whichlookedathowscholarsandanthropologistsworkedout,overmany
yearsofintensivestudy,howtodecodethehieroglyphicwritingdevelopedbytheMayan
people,aformofcommunicationthatwaseradicatedthroughaprocessofpersecutionatthe
handsofcolonists.Thedocumentaryshowedhowwordparticles,roots,andsuffixescouldbe
revealed.Thepresentationrenderednotonlybeautifulhieroglyphicimagery,butphysical
representationsoflanguagemorphologythatIimmediatelyidentifiedwith.Theseimagesgave
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meaperspectivefromwhichtoimaginethedeconstructionandreconstructionofSENĆOŦEN:
ONES,TW̱EXÁLE,NEW̱ṮÁ,[Thus,myinterestwassparkedagain].
ThePBSdocumentaryexpandedmyinterestinmorphology,anddrewmetoourown
wordlistsandresources—tolookatthemmoreclosely,andtostudytheminarenewedlight.
OurBEDILR(BachelorofEducationinIndigenousLanguageRevitalization)studentswerealso
beingexposedtothestudyoflinguistics,whichledtoconversationsaboutthetheoryand
applicationoflanguagemorphology.IhadsomeconversationswithJanetLeonard(agraduate
studentatUVIC),whonotonlyexplainedsomekeyaspectsofmorphologybutwhoalso
referredmetoongoingworkintheLinguisticsDepartmentatUVic,suchasClaireTurner’s
(2006)workwithSENĆOŦENmorphology,andTimothyMontler’s(1991)workwithsomeofour
lateelders.Currently,Montlerisworkingonourdictionaryandwehavehadthebenefitof
collaboratingwithhimonitsdraftform.IhavereferredtotheseresourcesasIconsiderhowto
deconstructwordsandthinkabouthowtoreconstructotherwordsusingtheprefixes,infixes,
andsuffixesthatIhavebecomefamiliarwith.Iwritethewordpartsoutonlooseleafpaperor
whiteboardinthefollowingway:
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QEN[see,look]
QENET[tosee,lookatshe/he/it]
QENETEṈ[lookedatshe/he/it]
QENEW̱[seen,saw]
QENSET[towatchoneself]
QENOṈE[tomanagetoseeyou]
QENOṈES[tomanagetoseeme]
Thisprocessofobserving,deconstructing,andreconstructingwordshasbecomeroutine
tome,anditisoftenthesubjectofconversationamongmyLENOṈETSCUL,ÁUTW̱andSȾÁSEN
TŦESENĆOŦENcolleagues,aswellaswithmySÁĆSandmyTÁN.
ḰEL,NEȻELTW̱OL.KÁLTW̱OLTIÁSḰÁL—Justconverse,justspeakthislanguage
IspeakwithmycolleaguesandrelativesinSENĆOŦENatanyandalltheopportunitiesthatIam
given.Weallspeakinourowncharacteristicway,withvaryinglevelsofproficiencyand,
perhapsintuitively,considerwhatSwainetal.(2011)identifyasour“zone(s)ofproximal
development(ZPD)”anddescribedas“anopportunityforlearning…thedistancebetweenbeing
andbecoming…andadialectical[balancedtension]unityoflearninganddevelopment”(p.20).
Wealsoconsider—moreconsciouslyperhapsthanZPD—our“communityofpractice”
(COP),whichSwainetal.(2011)describedas“learning[which]involvesagradualand
deepeningprocessofparticipationinacommunityofpractice”(p.27).
Ourconversationsareoftenframedinthefollowingways:(a)ḰEL,NEUELOL
[simply/justconversation,casual];(b)ĆTÁTEL[askingeachother];(c)SḰEL,ḰEL[news,updates,
informing];(d)X̱IÁM[storytelling];(e)W̱IḴÁĆE,NEUEL[jokingaroundwitheachother];and(f)
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ĆȺI,NEUEL[workingtogether],eitherbywayofteachingchildren,adults,orcollaboratingon
curriculum/resources.
TherearesomanythingsforwhichmycolleaguesandIliketogiveNETÁN,ȻOSINIYE
andNESÁĆS,STOLȻEȽpraiseandacknowledgement.Apartfromtheiryearsofdedicationto
thepreservationofourlanguage,wehaveallhadthebenefitoflearningdirectlyfromthem—
atthetribalschool,ineveningclasses,MAP,andasweworkedtogether.Iaminspiredand
filledwithpridetothinkthatwehavecometothisplacewherewearenotonlyabletowork
togetherinsuchasuccessfulsetting,thelanguageimmersionschool,butthatweḰEL,NEUEL
OLTŦESḰÁLȽTE[wejustconverseinourlanguage].WhenIspeakwithmycousinsPENÁW̱EṈ
andSDEMOXELTENwealwaysjokeandtellstoriesifwearenotdiscussinglanguage
composition,ormorphologicalandgrammaticalstructures.Thereisagreatfreedominour
conversations,whichIbelievetobeavitalcomponentintherevitalizationofalanguage.Iam
alsoequallyfreetojokewithallmycolleaguesandSENĆOŦENspeakingrelatives:SX̱EDŦELISIYE,
MENEŦIYE,NENSIMU,STIWET,XEDXELMEȽOT,ĆULÁȾE,ȻELIXELWET,WIYAḴSEMKE,
KÁNTENOT(therearetwowhosharethesamenameandworkwithus),andJacquelineJim
(MissJim)—or,astheW̱SENĆOŦEN,ISTstudentshavecometorefertoher—MISĆIMIYE,a
SENĆOŦEN-izedformofMissJim.
MycurrentjobatourLENOṈETSCUL,ÁUTW̱istoassistthestudentsinourclassrooms
byprovidinglanguagesupport.Essentially,myrolehasbecomethatofalanguagementor,
whereIamabletoofferlanguagesupportforthoselanguageteacherswhohaverecentlytaken
onresponsibilityfortheteachingandmanagementoftheirownimmersionclasses.Ihelpwith
themanagementofstudentbehavioursandroutines,whilebeingonhandifstudentshave
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questionsabouthowtosaysomethinginSENĆOŦEN.Mypresencehelpstomaintainthe
integrityoftheimmersionenvironment.Iamoftenaskedtohelpdevelopresourcesand
curriculumbut,intheabsenceofotherresources,Iamtheresource.
HOȻNEsḰEL,NEUELŦENETÁN[WhenIspeaktomyTÁN]wealsolaughandjoke,but
wewillhaveseriousconversationsaboutourSNEPENEḴ[traditionalteachings].Inthesame
spirit,IconversewithmySÁĆSSTOLȻEȽ.Currently,whenIpassthroughthehallwaysofour
ȽÁU,WELṈEW̱TribalSchool(probablyintheafternoons)IwillseemyTÁNalongthewayand
willgreether,questionher,ormakeacommentabouttheeventsoftheday.InthemorningsI
gettoworkwithNESÁĆSintheW̱SENĆOŦEN,ISTProgram.Intheprocessofteachingour
diplomastudentsweconverseinSENĆOŦENinfrontofeveryone,inthiswaydemonstrating
conversationandgenerallyjusthavingagoodtimejokingandteasingeachother.Asour
W̱SENĆOŦEN,ISTstudentshavethemselvescometounderstandandspeakSENĆOŦEN,they
havebecomeabletoparticipateinthejokingandteasing.
ȻȽ,ĆE,OUESSENȻENES,ŦE,IWENȻNEsI,ḰÁL,TELNEṈENE—IamusingmyauthenticfeelingswhenIspeakwithmydaughter
InasimilarveintoKrashen(1981,1982)andRosborough(2012),McIvor(2012)addressesthe
conceptof“affect”inlearningsecondlanguage;shereferstotheimportanceof“feelings,
motives,needs,attitudesandemotionalstates”(p.166).Similarly,Fishman(1991)discusses
theimportanceof“overtness”,i.e.,“havingthenecessaryattitude/volition,competenceand
performance”(p.44),andusingandretaining“theaffectiveintimacyofthefamily-
neighborhood-communityidentity-and-societybindingexperience"(p.373).Fishman
emphasizesthatitisthroughthislanguageofaffectiveintimacy—usuallyfoundinthefamily
54
setting—thatthenexusofintergenerationalmothertonguetransmissionispositioned(p.67).I
believethatspeakingfromatrueemotionalstate,withauthenticfeelings,inthelanguageof
intimacy,tobeacrucialaspectofSENĆOŦENSḰÁL[language]revitalization—becausethisis
howwewillachieveintergenerationallanguagetransmission.ItwillbethewaybywhichIwill
ensurethatthelanguagelivesonwithmydaughter:TW̱,YOŦȽTEOLU,ḰEL,NEUELȽTENE
ṈENEI,ESEEȻSESȻÁ,ȽTEŚW̱,ḰÁLEȻEN[mydaughterandIaresimplyalwaysspeakingabout
ourfeelings].
WhenIwaslearningwithW̱IJELEḴ(inMAPprogram),itseemedtomethathewould
checkinwithustomakesurethatwhatweweredoingwasnotgoingtobeinvain.Hewas
makingsureourSENĆOŦENlearningwasgoingtobeforthebetter.Attheoutset,Ialways
tiptoedaroundthenotionofbeingalanguageteacher,wheremycolleagueswerealwaysclear
thattheywouldbelanguageteachers.However,duringthetimethatIwaslearnSENĆOŦEN
withW̱IJELEḴ,mySTOLES[wife,lifepartner]andIwereexpectingourdaughter.Itdawnedon
methatthiswouldbeanidealopportunityforpreservingSENĆOŦEN:W̱SÁNEĆcouldhave
someonewhowouldlearnSENĆOŦENasfirstlanguagespeakeragainifIcouldcommitmyself
tospeakingtoheronlyinSENĆOŦEN.HaleandHinton(2001)refertothissituationas“one
parentonelanguage”(p.13).W̱IJELEḴwouldaskmewhatIwasgoingtodowiththelanguage
onceIknewhowtospeakit,andIwouldreply,“I’mgoingtospeakonlySENĆOŦENtomy
ṈENE.”SayingthosewordstoW̱IJELEḴfeltlikeapromise,onethatIrelishedwithanticipation
forthedaywhenmydaughterwouldbeborn.
Ididgetsomepracticewhileshewasstillinthewomb,usingparticularphrases,
sentimentalthingsthatIwouldliketosay.Ibegantowritesomeofthesedown;Iwouldthink
55
aboutthethingsthatIwouldsaytoherwhenshewasfirstborn,suchas,“NESṮIEṮNEȻE[I
loveyou],”and“JÁNÍYȻENsTÁĆEL[welcome/itisgoodyouhavearrived].”WhatIdidnot
anticipatewasthatmypreconceivedsentimentsdidnotpreparemeforthepowerofthatgreat
waveofemotionsthatwouldovertakemewhenshewasborn.SomeofthephrasesIrecorded
wereinfactthingsthatIwouldsay,andwereperhapsideal,butitturnedoutthatmy
emotionalinvestmentinthosewordsseemedtometobesecond-hand.
Whenmydaughterwasborn,Iwassoovercomewiththeemotionthatcomeswith
becomingaparentthatIwantedonlytospeaktoherasauthenticallyasIcould—yetIdidnot
wanttobetraythepromisethatIhadmadeaboutonlyspeakingtoheronlyinSENĆOŦEN.
Instinctively,Iregrettedhavingsaidthat:eventhoughIknewwhatIwantedtosayandhowto
sayit,IfeltfearfulthatIwouldbedisingenuousinmyuseofthewords.So,Ithoughtofthe
wordsthatIwantedtosaytoher—forwhatmayhavebeenalongtime(Iamuncertainofhow
muchtimepassedbecausewerealonetogether)—andIcametorealizethatwhatIwantedto
saywouldbeincorrectinanyway,rather,itwasthattheemotionsIwasfeelingseemed
disconnectedfromthewordsthemselves.Andso,Itookmytime,consideringeachword
carefullysoasnottobetrayeitherthewordsthemselvesormyfeelings.WitheachwordthatI
spoke,Icheckedtomakesureitproperlyrepresentedmyfeeling,andinthiswayIinvestedmy
feelingsintothewordsasIspokethem.HadInotdonethisIwouldprobablybespeaking
EnglishtoÍYĆÁIŦIYEtoday.FromthatdayforwardIhaveonlyspokentomydaughterin
SENĆOŦEN.
Astimepassed,newchallengesemerged:questionsofhowtoconversewithmy
daughter,howtodisciplineher,howtoplay,orhowtoexpresstraditionalW̱SÁNEĆteachings.
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ItwasfromthatfirstexperiencewithherthatIcametounderstandthatmatchingemotions
andfeelingstowordshonestlyandauthenticallyisvitaltothesuccessofintergenerational
languagetransmission.JoshuaFishman(1991)referstothisasthe“languageofintimacy”(p.5)
Ifindittobeinsufficienttosimplylearnthelanguageforthesakeofspeakingtokenphrases—
becausedoingsoenablesbarriersthatactuallypreventspeakingthelanguageonadeeperand
morepersonallevel.Thinkingbacktowhenmydaughterwasborn,Iresistedspeaking
SENĆOŦENfromanemotionalplacebecauseIdidnotwanttobetraywhatwasinmyheartby
speakingwhatseemedlikeemptyphrases.ThiswasthefirsttimethatIhadtospeakaboutmy
feelingswithoutthehelpofW̱ENITEM,ḴEN[English].
Italsoseemstomethatbeingabletospeakauthenticallyaboutanemotionalstatewill
promotegoodmentalhealth.Dr.LeeBrown(2004)talksabout“emotionalintelligence,”in
termsofpromotingabalanceofwellness.Brownrelatesthistolearning:
Anyundamagedhumanbrainiscapableoflearninganything.Alllearningdifficultiesaretheresultofdistresspatterns.Distressinterfereswithandpreventslearning….Thelearningprocessisacceleratedbythelearnerfeelingapproved,respected,havingsuccess,andanawareclosenesswithotherstudents.(p.80)
Idonot,however,thinkofmydaughterasastudent—eventhoughshewillcallme
W̱UĆISTENEḴbecauseIworkinherGrade1classthisyear.Ibelievethatouremotional
competency—knowingabout,andspeakingtoourauthenticfeelings—canbeasourcethat
allowsustobondwithourlanguage,inmuchthesamewayasthe“languageofintimacy.”
Ideally,toabidebyauthenticityasaguidingvaluecanonlystrengthenourresolveaswegrow,
learn,andspeaktogether.
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Mytwominds:Learningoftheworldalloveragain
IhavechangedintheprocessoflearningSENĆOŦEN.IamnowanagentofSENĆOŦEN
transmission,onewhorevitalizesthelanguage.Iwouldliketospeakaboutashiftthathas
occurredinmythinkingasIhavecometoseetheworldthroughthelensoflanguageandthe
paradigmaticdifferencesbetweenEnglishandSENĆOŦEN,i.e.,thedifferencebetweentheway
wethinkandspeakinEnglish,andthewaywethinkandspeakinSENĆOŦEN.Ioftenjokethat
SENĆOŦENhasbecomemyalterego,theothersideofmysplitpersonality.
OneofthebarrierstomyspeakingSENĆOŦENhasbeeninconstructingphrasesthat
stemfromanEnglishthoughtIhave,forexample,apopularcatchphrasesuchas“Whatgoes
aroundcomesaround.”TherealityisthatthethoughtisnotformedfirstfromSENĆOŦEN.
Morerecently,IhavecometothinkofcertainthingsinSENĆOŦEN,andIhavestartedtospeak
withrelativeeaseonceIfiguredouthowto“thinkinSENĆOŦEN”usingSENĆOŦENgrammatical
structures.
Immersionlearning,bywayoftheMAPsetting,hasenabledmetothinkandspeak
“fromSENĆOŦEN.”Itseemstomethatbeingimmersedinalanguageislikebeinginalanguage
filter:thesituationsinthiskindofasettingallowedmetoformSENĆOŦENthoughts,or,as
Hinton(2002)emphasized:“usingthelanguageincontext”allowsone“tounderstandthe
meaningsofwordsandphrases…neverheardbefore”(p.7).Atfirst,Isearchedmymemory
andtriedtocreate“speakable”moments,muchaswiththetotalphysicalresponsethatcomes
withgameplay.ThroughmentorslikeW̱IJELEḴ,IbegantofiltermydefaultEnglish-thinking
languagethroughaSENĆOŦENscreen,whichprovedtobeamajorhindrancetotheprocessof
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communicatingbecauseIwaspreoccupiedbytheprocessoftranslating.DavidAbram
(1996/1957)discussesthecuriouslimitationsofdefininglanguage.Hesaysthat:
bypayingattentiontothismysterywemaydevelopaconsciousfamiliaritywithit,asenseofitstexture,itshabits,itssourcesofsustenance…perceptionunfoldsasareciprocalexchangebetweenthelivingbodyandtheanimateworldthatsurroundsit.(p.73)
Eventually,Ibegantoputtogethergrammaticallycorrectphrasesthroughtrialanderror,
followingtheexampleofmymentorwhomodelledpropergrammaticalstructure.
IhavealsostudiedSENĆOŦENonmyown,awayfromthesocialmilieu,whichhas
enabledSENĆOŦENthoughttosurface.Iwasabletodothiswiththehelpofwordlists,and
listeningtostoriesinSENĆOŦEN,withoutthehelpofEnglishtranslations,andwhereIcould
hearcompletesentences.Ialsostoppedtakingtranslationsofwordsonwordlistsforgranted;
andIstoppedassumingthatthetranslationsprovidedaliteralmeaning.Ilearnedtostopand
trytoprocesswhatisthereonthepage,andtrytomakeouthowitactuallysayswhatitsays.
W̱IJELEḴwouldrandomlyaskusifweknewthewordforsomething,orwewouldaskhimifa
certainwordactuallymeantwhatitappearedtomeaninW̱ENITEM,ḴEN—towhichheusually
replied,“Iguessyoucouldsaythat.”Afterhearingthatsomanytimes,Ibegantoquestionthe
translationsandwhetherIwasreallyunderstandingwhatIsawonthepage.WhatIeventually
realizedisthatthereisalmostalwayssomethinglostintranslation.Inowunderstandthat,until
themeaningofawordsisunderstoodincontext,onitsownterms—thatis,tounderstand
SENĆOŦENinSENĆOŦEN—somethingofitsmeaningwillusuallybemissing.
InthecourseoflearningtothinkandspeakSENĆOŦENinSENĆOŦEN,Ilearnedto
monitormyselfbywayofaself-editingprocess,muchlikethatdescribedbyKrashen(1982)as
optimal,whereImonitormyselfbutnotattheexpenseofcontinuingwithwhatIwastryingto
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say.Forexample,ifIblurtedoutaphrasewithoutworryingaboutmakingamistakes,Iwould
makeamentalnoteofit;ifthephrasedidnotfeelorsoundright,thenIcorrectedthephrasing
eitheronthespotorafterwards.
Finally,inthinkingabouthowImadethetransitionfromEnglishtoSENĆOŦEN,I
rememberstumblingacrossasimpletechniqueasIconsideredhowtomasterSENĆOŦEN
grammaticalstructure.IwouldthinkofhowYodafromStarWarsmightsaysomething.Asit
turnsout,Yoda’sphrasingoftensynchsupwithSENĆOŦENgrammar.Forexample,ifIwanted
tosay,“Iamhappy,”thenIwouldimagineYodasaying“happyIam”—reversingthepartsmuch
likeSENĆOŦEN:IYES(happy)SEN(Iam).Foranearlylearner,thisisagreatlittlemethod,
especiallyforanavid“StarWarsgeek.”
IthasbecomeeasiertospeakfromSENĆOŦEN,inpartbecauseIengageinSENĆOŦEN
conversationfrequently;themoreIspendtimewithotherswhospeakit,themoreclearand
easyitbecomes.Itwillonlycomewithtimeandpractice.Irecallworkingoverandoveron
memorizingprepositions,onlytogetthemmixedupagain.Meanwhile,Ihavedevelopeda
senseforcorrectSENĆOŦENform,aswellasquickerresponsetime.Ilikenthissenseofthe
acquiringthelanguage,again,tothelearningthetoneandrhythmofthelanguage,tuninginto
itssong,hittingthenotesandharmonizingwithwhatmygutsknowtoberight.This,combined
withmyin-depthstudyofrootwordsandmorphologyhashelpedtoinspiremySENĆOŦEN-
basedunderstanding.
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Mymotivations:I,TW̱STI,TEMOLENŚW̱,ĆȺII,U,MELELḴ,EQȻȽI,YEYO,SEṈETŦESḰÁLȽTE—Workhardanddon’tforgettoplaywithourlanguage:WorkandleisurewithSENĆOŦEN
OnowaMcIvor(2012)observesthat,atleastforadultlearners,motivationisakeyelementand
thatiflearnersarenothighlymotivateditisunlikelythattheywillacquirethelanguage(p.159)
Krashen(1982)pointsoutthat,alongwithimmersion,motivationhasbeendeterminedtobe
themostinfluentialfactorforlanguageacquisitionsuccess,accordingtoasurveyof“good
learners[optimalmonitorusers]”(p.37).Krashen(1981)alsopointsoutthat,aswellas
motivation,attitudeisessential,sayingthat“therightattitudinalfactorsproducetwoeffects:
theyencourageusefulinputforlanguageacquisitionandtheyallowtheacquirertobe‘open’to
thisinputsoitcanbeutilizedforacquisition(p.5).
TherearemanylayerstomymotivationsforlearningSENĆOŦEN.Thereisthepridethat
itgivesmeasW̱ILṈEW̱EȽTÁLṈEW̱[Indigenoushumanbeing];thereisourSYESES[history];
andthereistheidealofintergenerationallanguagetransmission,andmycommitmentto
speakingonlySENĆOŦENtomyṈENE.Mymotivesaretiedtomybeliefs,myvalues,my
attitude,andmysentiments.
Inthecourseoflearningfromourelders,Ihavealwayswantedtohonourthem.I
cherishedthemandhopedtoseethemsmile,knowingtheywereassuredthatwewere
carryingthelanguageforwardandthatthelanguagewasgoingtobesafewithus.
ĆȺII,ÍY,TESOLTŦUNIȽI,TOTELNEW̱I,ḰÁL—Workandleisureoflanguagelearningandspeaking
IlearnedSENĆOŦENattheoutsetbecausemyjobasaSENĆOŦENlanguagelearningapprentice
had,infact,requiredit,butakeytomysuccessinbecomingaspeakeristhatIhavecoupled
61
mynotionofworkethicwithleisure.IlearnandspeakSENĆOŦENinmyleisurewhilekeeping
myselfinthe“business”ofitaswell.InthiswayIamabletomaintainanefficientrelationship
withmylearningprocess,aprofessionalstandardwithmyworkplace,andanendearingand
personalrelationshipwithSENĆOŦEN.
Itisimportanttoworkhardonlearningthelanguage,butitisalsoimportantto
remembertohavefunwithit.InthewordsofSpeak’s(2008)DictionaryofProverbs“Allwork
andnoplaymakesJackadullboy.AllplayandnoworkmakesJackameretoy.”EXÁ,NEṈOL
ȻSUNIȽO?[Isthatnothowitissaid?].ThinknotofTheShining,8andtheOverlookHotel,with
JackTorranceandhiscrazyshenanigans,butratherthetruthofthematter—thathardworkisa
necessityinlanguagerevitalization,notonlybecauseitmakestheworkmeaningful,butalso
becauseitissatisfyingandentertaining.Theworkmustbetakenseriously,butifyouarenot
enjoyinglearningthelanguage,thenyouaredoingitwrong.Ifindmyselfembellishingthisidea
attimes,andmaybeguiltyofoverlyromanticizingSENĆOŦENideasandconcepts,perhaps
eventothepointoffantasy.Yet,werethisnottobethecase,IdonotknowifIcouldhavehad
thesuccesswithlearningthelanguagethatIhavebeenallowedtoachieve.
ÍYNEŚW̱,ḰÁLEȻENȻNEsU,ĆE,OUESNESḰÁLȻENTOLNEṈENE[Ifeelgoodtobe
usingmylanguagewithmydaughter].WhenIworkedwithourlateeldersIfoundvaluein
enjoyingthesatisfactionthattheygotasweprogressedwithusingourlanguage.Iwaslucky
enoughthatIthoughtaheadbecauseoftheconversationsthatIhadwithW̱IJELEḴ—especially
8TheShiningwasaniconicfilmproducedanddirectedbyStanleyKubrick(1980),basedonanovelbythesamename,writtenbyStephenKing(1977).Theiconicphrase(“AllworkandnoplaymakesJackadullboy”)isusedjokinglytowardcinemaphile(personswhoarepassionateaboutcinema)colleaguesofminewhounderstandtheseriousnessoflanguagerevitalizationverywell,butagreethatfunisimportant.
62
whenItoldhimthatIwasonlygoingtospeaktomyṈENEinSENĆOŦEN.Ididnottakethetime
toappreciatethefactthathewasnearingtheendofhislifebecauseIwasonlylookingforward
tointroducinghimtomydaughter.Hispassingwasatremendousloss,onethatreinforcedmy
pledgetospeakSENĆOŦENtoNEṈENE—myelationforSENĆOŦENrevitalizationwasrenewed
asIanticipatedherarrival.Ihopetoemanatethestrengthandproficiencythatmyelders
demonstrated,andIhopethatshewillnotonlysucceedwhichwhatIofferher,butthatshe
willadvancetoanotherlevel.Idonotsimplystrivetoadvancemyself,butseeitasmydutyto
setanexample,toprovideagoodstandardforspeakingSENĆOŦENsothatshecanraisethe
bar.
Ihaveastrongbeliefabouttheneedfor“myhand”intheefforttorevitalizeour
languageandindeterminingwhatneedstobedone.ItismyhopethatwepromiseSENĆOŦEN
tothecominggeneration,andthatitbeengagedwithatahighstandard.Perhapsthemost
importantthingIcandoissimplychoosingtospeak.Intheend,Ibelievethatthelifeof
SENĆOŦENrestswithwhetherornotwechoosetospeakit.Ibelievethatforthelanguageto
trulylive,itmustbespoken.Andso,Icontinuetobemotivatedtospeak,usingwhatIknow
andkeepingalivetheambitiontogrowinmyproficiency.Iholdtheharshtruth,thescarcityof
ourspokenlanguage,atarm’slength.Ifindmyselfhavingromanticvisionsofwhatarevitalized
SENĆOŦENlookslike,aliveinthememoriesthatweresharedwithus,encapsulatedin
ŦḴOȽEĆTEN’sstoryofbeingatthebeach,hearingthechatterofSENĆOŦENwhilepeoplewere
visitingwitheachother,andtheÍYŚW̱,ḰÁLEȻEN[goodfeelings]thatwerepartoftheback
drop.Letitbepartofthebackdropofourcommunitiesagain.
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Chapter4:JÁṈ,NOṈETȽTE—Wemanagedtoarrivehome
I,ȾIṈELSENȻENEŚW̱,O,EX̱.I,TES,NO,EW̱SENȻENESUȽÁL(Iamapproachingmydestination.Iamnearingtheshore).
ESEB,TSENSE—Iwillbringittoanend:Conclusion
Noneofthis—myopportunitytolearnSENĆOŦEN,thewayspeakingSENĆOŦENhasbeen
enabled,andmycurrentroleasalanguagerevivalist—wouldbepossiblewereitnotforour
elders,ourteachers,andallthosewhohavehadahandinW̱IYELḴEN,ISTESTŦESENĆOŦEN
SḰÁL[bringingourlanguageback].IraisemyhandsI,JI,ÁȽSENȻE[andgivethanks].Language
revitalization,orwhatFishman(1991)identifiesas“ReversingLanguageShift(RLS),”isagreat
undertaking.Itcanbeaheavyone,butthewillingnesstoundertakesuchataskshedslighton
howinvaluabletheundertakingis—howtremendouslyimportantandmeaningfulitistothose
whoundertakeit.Thissenseofvaluemakesthetaskoflanguagerevitalizationnotonlyeasier,
butenjoyable.Thereisstillsomuchworktodo—keepinginmindthatthefirststepoflanguage
revitalizationistolearnsomething,thesecondstepistoĆOȻESȻENsTOLNEW̱[usewhatyou
know],andthethirdistheimperative:EWESṮEQ,TTŦESONUSE[don’tletthefiregoout].
Mylearningandspeakingjourneyhasbeenoneofrelationality(Wilson,2008),of
family-communityandsocioculturalidentitybasedaction,towhichIcannotassumeexclusive
creditfor.IconsidermyselfanIndigenousresearcherandalanguageactivist.Iresearch
SENĆOŦENsothatIcanbecomemoreproficient;IalsoconversewithmySENĆOŦENcolleagues
inSENĆOŦENforthesamereason,butalsotopromotelanguagegrowthingeneraland,withit,
apositiveattitude.Fishman(1991)statesthatIndigenouslanguagesareindecline,either
becausethenumberofspeakershasdecreased,orbecausethenumberofpeoplewhoare
64
interestedhasdecreased.Heemphasizesthat“itmakesadifferencewithregardtowhich
futureRLS[ReversingLanguageSteps]aretobeadvocated”(p.44).Fishmannotesthatthese
stepsinvolvedoingwhatisclosestathand,thatitisimportantnottodoanythinggreaterthan
isreasonable,yetitisequallyimportanttodonolessthanwhatisrequired.Tothisend,hesets
outaGradedIntergenerationalDisruptionScale(GIDS),whichattemptstomeasurevarying
scalesoflanguagedisruptionandproposesactionsthatcanbetakentocounterthisdisruption
(p.87).
IhavebeenfortunatetohaveinvaluableSENĆOŦENresourcesthathavebeen
developedwithinthecommunity,bymyelders,myfamilyandmyfriends.Iamfortunatethat
ourSENĆOŦENorthographywascreatedbymySILELE—DavidPENÁĆElliott—becauseithas
givenmebothasenseofprideandadeeperunderstandingofitsrelevance,andultimatelyof
mydutytoSENĆOŦENlanguagerevitalization.IamalsofortunatethatIhavethosearoundme
withwhomeḰEL,NEUELSENȻETŦESENĆOŦEN[IspeakwithinSENĆOŦEN]—notonlymy
colleaguesandfriends,butmyfamily.
I,NEȾOMETTŦESȻÁ,ȽTEŚW̱,ḰÁLEȻENȻSUNIȽI,ȽEȻSILEṈEṮSENĆOŦEN[Andwe
shareonemindinourtransitioningofSENĆOŦENtothenextgeneration].
Ihaveusedmanystrategiesthathavehelpedmebecomeanactivelearner,tobe
affective,motivated,andpersistent.AccordingtomyownGIDSscale,Ifindthatitisimportant
tothinkintermsofbestpracticesandcoursesofactionforlearningandspeaking,tofindthe
optimalmeansofperformance,forexample,usingcardstotrainmetohaveabetterresponse
timewhenitcomestorespondinginconversation,usingself-talktocoachmyself,studyingroot
words,andpracticingconversation,allofwhichhavehelpedmedevelopmyproficiencyand
65
haveincreasedmyunderstandingoftheSENĆOŦENworldview).Itakeeveryopportunityto
speaktothosewhocanspeakSENĆOŦEN,butifIdonothaveanyonetotalkto,Iwillstillspeak.
Iwillspeaktomyself,andIwillspeaktoinanimate“things”andjustletmyselfgetridiculousifI
wantto.IfeelthefreedominallofthesewaysofspeakingSENĆOŦEN.Ihavetakenthe
initiativeforlearningandspeakingmylanguagebecauseitismyresponsibilityasa“language
revivalist.”Itisimportanttostrivetobebetter,nottobecomplacentafterhavingachieveda
minimalleveloflanguageproficiency.Moremustbeofferedifthelanguageistoberevitalized.
IlearnbecauseIwanttolearn,andbeinginvolvedwithSENĆOŦENfillsmewithpridebecauseit
issuchameaningfulpursuit.
Forme,themeaningofthispursuitcanbefoundinmyvisionofSENĆOŦENasaliveand
well.IhavehadtocometotermswiththefactthatIamanL2speakerofSENĆOŦEN.
Nonetheless,Istubbornlypersistinmyfantasy,myday-dreamofbeingafirstlanguagespeaker
ofSENĆOŦEN,ofspeakingaseloquentlyasmyelderswholivedlongagoandinadifferent
world.However,thesadtruthisthatthatopportunitywastakenfromusone-plusgenerations
ago,inlargepartbytheCanadiangovernmentandtheresidentialschools,whereitwas
forbiddentospeakourlanguage.Andyet,forthisnext,newgeneration,whichisaffordedthe
opportunity,thepossibilityofbeingL1speakers—thereinliesapromiseforthefuture.Fishman
(1991)setsoutthebottomline:“Itisinescapablytruethatthebulkoflanguagesocialization,
identitysocializationandcommitmentsocializationgenerallytakesplace‘huddledtogether,’
throughintergenerationallyproximate,face-to-faceinteractionandgenerallytakesplace
relativelyearlyinlifeatthat”(p.398).Hinton(2013)summarizestherewardsof“huddling
together”inBringingOurLanguagesHome:“Bestofalliswhenthegenerationwhogrewup
66
withtheirheritagelanguageathomeunderstandvalueofspreadingitfurtherandseeitasa
pleasurableactivity”(p.253).
AmongourXEUESI,W̱SÁNEĆ[newonesemerging,rising]isNEṈENE,whowilldojust
finesolongassheTOLNESȻNEsENÁNU,ṮI,IṈȻE[knowsthatIloveher]andEWESX̱ENIṈI,
ENEW̱ȻŦEḰEL,NEUEL[neverstopconversing]—foritiswiththeonesthatwelovewhowill
carrythelanguageforward.
SomethingisalwayshappeningwiththeSENĆOŦENlanguage,whetherbychoiceornot.
Thestateofthelanguageisdeterminedbyouractionorinaction,whetherwechooseto
concernourselveswiththerevitalizationofourlanguageornot.Istrivetohelpthelanguage
andincreasemyproficiencytothatofanL1speaker,evenifthatisan“impossibility”becauseI
havecometoknowfluentsecondlanguagespeakers,bothhereinW̱SÁNEĆandabroad.Ihave
witnessedthepotentialandseethatitispossible,andwitheachbenchmarkthatIachieveand
everystepontheladderIclimbinpursuitofmyproficiency,thelensthroughwhichIseethe
worldthroughSENĆOŦENeyesbecomesmorefocused,allowingmetoseeabiggerandclearer
W̱SÁNEĆ.
ȽÁLSENȻENESUJÁṈ,NOṈET.ÍYSȻÁĆEL[Iamashorenow.Andso,Ihavefinallymanagedtoarrivehome.Goodday].
67
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